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Sample records for academic english writing

  1. Saudi English-Major Undergraduates' Academic Writing Problems: A Taif University Perspective

    ERIC Educational Resources Information Center

    Al-Khairy, Mohamed Ali

    2013-01-01

    This study attempted to investigate Saudi English-major undergraduates studying at Taif University to identify a) the types of academic writing Saudi English-major undergraduates carry out at English departments, b) Saudi English-major undergraduates' writing problems, c) the reasons behind Saudi English-major undergraduates' writing problems and…

  2. English for Specific Purposes and Academic Literacies: Eclecticism in Academic Writing Pedagogy

    ERIC Educational Resources Information Center

    McGrath, Lisa; Kaufhold, Kathrin

    2016-01-01

    Academic Literacies and English for Specific Purposes perspectives on the teaching of academic writing tend to be positioned as dichotomous and ideologically incompatible. Nonetheless, recent studies have called for the integration of these two perspectives in the design of writing programmes in order to meet the needs of students in the…

  3. Using Non-Finites in English Academic Writing by Chinese EFL Students

    ERIC Educational Resources Information Center

    Yang, Bingjun

    2014-01-01

    Frequent use of non-finites is an important feature of English academic writing (Chafe & Danielewicz, 1987), but teachers and students in the Chinese environment are not aware of it. To investigate the problems that can be found in academic writings by Chinese students is significant in two aspects: academic writing by Chinese EFL students…

  4. The Use of Academic Words in the Analytical Writing of Secondary English Learners and Native English Speakers

    ERIC Educational Resources Information Center

    Cons, Andrea M.

    2013-01-01

    This study explores the following research question: How do secondary English learners (ELs) and Re-designated fluent English proficient students (RFEPs) use academic words in analytical writing in comparison to native English speakers (NESs)? It highlights previously overlooked differences in academic word use in the writing of students who are…

  5. An Academic Writing Needs Assessment of English-as-a-Second-Language Clinical Investigators

    ERIC Educational Resources Information Center

    Wang, Min-Fen; Bakken, Lori L.

    2004-01-01

    Introduction: Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects.…

  6. The Use and Misuse of Academic Words in Writing: Analyzing the Writing of Secondary English Learners and Redesignated Learners

    ERIC Educational Resources Information Center

    Cons, Andrea Marie

    2012-01-01

    This study investigated the specific ways secondary English learners (ELs) and redesignated fluent English-proficient learners (RFEPs) use academic vocabulary that assesses interpretive reading and analytical writing ability. The research examines how ELs and RFEPs, formerly ELs, differ in use and misuse of academic words. The study extends…

  7. Diagnosing University Students' Academic Writing in English: Is Cognitive Diagnostic Modelling the Way Forward?

    ERIC Educational Resources Information Center

    Xie, Qin

    2017-01-01

    The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…

  8. Academic writing

    NASA Astrophysics Data System (ADS)

    Eremina, Svetlana V.

    2003-10-01

    The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.

  9. Evaluating an academic writing program for nursing students who have English as a second language.

    PubMed

    Weaver, Roslyn; Jackson, Debra

    2011-01-01

    Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed.

  10. Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

    ERIC Educational Resources Information Center

    Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya

    2015-01-01

    Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…

  11. Teaching Writing within the Disciplines: A Viable Approach for English for Academic Purposes (EAP) Instructors

    ERIC Educational Resources Information Center

    Leopold, Lisa

    2011-01-01

    This case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describes an effective approach for putting "specificity" into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the…

  12. Voices of Chinese Post-­80s Students in English Academic Writing

    ERIC Educational Resources Information Center

    Que, Hua; Li, Xuemei

    2015-01-01

    This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is…

  13. Displaying Critical Thinking in EFL Academic Writing: A Discussion of Japanese to English Contrastive Rhetoric

    ERIC Educational Resources Information Center

    McKinley, Jim

    2013-01-01

    This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education ideals,…

  14. Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners

    ERIC Educational Resources Information Center

    Coxhead, Averil

    2012-01-01

    This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…

  15. Commitment and Detachment in English and Bulgarian Academic Writing.

    ERIC Educational Resources Information Center

    Vassileva, Irena

    2001-01-01

    Examines similarities and differences in the degree of commitment and detachment in English, Bulgarian, and Bulgarian English research articles in linguistics. Analysis shows considerable difference in the overall distribution of hedges and boosters throughout the introductions, discussions, and conclusions of the articles, which may lead to…

  16. The Effects of Writing to Learn (WTL) on Academic Achievement and Attitude to Lesson in English Classes

    ERIC Educational Resources Information Center

    Incirci, Ayhan; Parmaksiz, Ramazan Sükrü

    2016-01-01

    The aim of this study is to investigate the effects of applying the writing letter activity of writing to learn strategies on the English Language Academic Achievement and Attitude level of 11th grade students. The research was carried out with 84 students (43 male, 41 female) at one of the state schools in the Black Sea Region of Turkey. Mixed…

  17. Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

    ERIC Educational Resources Information Center

    Abraham, Alison

    2014-01-01

    The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

  18. Investigating ESL Graduate Students' Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process

    ERIC Educational Resources Information Center

    Gao, Lianhong

    2012-01-01

    This report is a first person narration of the entire process of a qualitative study exploring the impact of ESL students' native cultural and rhetorical conventions, as well as classroom cultures on their academic English writing in American universities. Data were collected through semistructured interviews. A coding system was constructed to…

  19. Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class

    ERIC Educational Resources Information Center

    Zhonggen, Yu; Guifang, Wang

    2016-01-01

    The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English.…

  20. Some Suggestions for Academic Writing Instruction at English Teacher Training Colleges

    ERIC Educational Resources Information Center

    Ozarska, Magdalena

    2008-01-01

    This article presents practical suggestions and tasks to make it easier to teach second language academic writing at the college level. It discusses the necessity of a warm-up period in which learners produce first drafts in pairs or small groups and do peer error correction. The article offers tasks such as reacting to an academic review,…

  1. Collaborative Writing to Enhance Academic Writing Development through Project Work

    ERIC Educational Resources Information Center

    Robayo Lun, Alma Milena; Hernandez Ortiz, Luz Stella

    2013-01-01

    Advanced students at university level struggle with many aspects of academic writing in English as a foreign language. The purpose of this article is to report on an investigation aimed at analyzing what collaborative writing through project work tells us about students' academic writing development at the tertiary level. The compositions written…

  2. The Rocky Terrain between Delocalized and Localized, Duplication and Originality: Learning to Write and Learning to Teach Academic English

    ERIC Educational Resources Information Center

    Tessema, Kedir Assefa

    2012-01-01

    In this paper I report the action research I carried out on improving the teaching and learning of academic writing at a university. The action research sprang out of my experiences of learning and teaching academic writing. It sought locality and originality in what students read and write during academic writing courses. The macro and micro…

  3. Automated Writing Evaluation for Non-Native Speaker English Academic Writing: The Case of IADE and Its Formative Feedback

    ERIC Educational Resources Information Center

    Cotos, Elena

    2010-01-01

    This dissertation presents an innovative approach to the development and empirical evaluation of Automated Writing Evaluation (AWE) technology used for teaching and learning. It introduces IADE (Intelligent Academic Discourse Evaluator), a new web-based AWE program that analyzes research article Introduction sections and generates immediate,…

  4. Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

    ERIC Educational Resources Information Center

    Ramos, Kathleen Ann

    2015-01-01

    The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

  5. Multiple Perspectives on Academic Writing Needs.

    ERIC Educational Resources Information Center

    Tait, Joslyn

    A study examines current approaches to assessing the academic writing needs of non-native speakers of English (NNSs), first by reviewing recent research into student writing needs and then by a survey of students, tutors, and English-as-a-Second-Language (ESL) teachers. Critical examination of recent studies finds problems in both their approach…

  6. Academic Writing and Tacit Knowledge

    ERIC Educational Resources Information Center

    Elton, Lewis

    2010-01-01

    The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not…

  7. Designing a Graduate Seminar in Academic Writing.

    ERIC Educational Resources Information Center

    Gaillet, Lynee Lewis

    An English 812 class in expository writing at Georgia State University was restructured by the instructor to become a seminar in academic publishing. Often, lengthy assignments are assigned in graduate seminar courses, with professors incorrectly assuming that graduate students already have knowledge of the writing process, when they often do not.…

  8. Professional Academic Writing by Multilingual Scholars: Interactions with Literacy Brokers in the Production of English-Medium Texts

    ERIC Educational Resources Information Center

    Lillis, Theresa; Curry, Mary Jane

    2006-01-01

    Scholars around the world are under increasing pressure to publish their research in the medium of English. However, little empirical research has explored how the global premium of English influences the academic text production of scholars working outside of English-speaking countries. This article draws on a longitudinal text-oriented…

  9. Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2013-01-01

    "As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

  10. Academic Writing Task Surveys: The Need for a Fresh Approach.

    ERIC Educational Resources Information Center

    Braine, George

    1988-01-01

    A study investigated whether the academic writing task surveys conducted at American universities reflect accurately the need for student academic writing skills. These surveys are used as a basis for designing composition courses for both native English-speakers and students of English as a second language. The study is restricted to surveys in…

  11. Academic Writing Programs. Case Studies in TESOL Practice Series.

    ERIC Educational Resources Information Center

    Leki, Ilona, Ed.

    This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition…

  12. Nurturing Interdisciplinary Competence in Academic Writing Classes: Two Taiwanese TESOL Professionals' Shared Journey

    ERIC Educational Resources Information Center

    Chen, Cheryl Wei-yu; Wang, Hung-chun

    2016-01-01

    This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…

  13. Adult English as a Second Language Students in the United States: Learner Characteristics, Goals, and Academic Writing Performance

    ERIC Educational Resources Information Center

    Lambert, Olga Demin

    2009-01-01

    Adult English as a second language (ESL) students learning English outside of traditional academic settings are an understudied population of second language learners. The purpose of the research reported here is to contribute to meeting the instructional needs of these students more effectively by investigating the relationships between their…

  14. Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test.

    PubMed

    Chen, M C; Lin, Huey-Ju

    2009-10-01

    Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.

  15. Identifying Gaps in Academic Writing of ESL Students

    ERIC Educational Resources Information Center

    Giridharan, Beena

    2012-01-01

    There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…

  16. Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12

    ERIC Educational Resources Information Center

    Olson, Carol Booth; Matuchniak, Tina; Chung, Huy Q.; Stumpf, Rachel; Farkas, George

    2017-01-01

    This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing. Building on an earlier randomized field trial in a large, urban,…

  17. Writing for the World: Wikipedia as an Introduction to Academic Writing

    ERIC Educational Resources Information Center

    Tardy, Christine M.

    2010-01-01

    As students move from writing personal essays to writing formal academic texts in English, they face several new challenges. Writing tasks in higher education often require students to draw upon outside sources and to adopt the styles and genres of academic discourse. They must conduct research, summarize and paraphrase, cite sources, adopt genre…

  18. Assessing Second Language Writing in Academic Contexts.

    ERIC Educational Resources Information Center

    Hamp-Lyons, Liz, Ed.

    The articles contained in this volume on second language writing evaluation focus on the evaluation of academic English learned as a second language (ESL). Essays include: "Assessment by Misconception: Cultural Influences and Intellectual Traditions" (Brigid Ballard, John Clanchy); "Reading the World Differently: A Cross-Cultural Approach to…

  19. Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing

    ERIC Educational Resources Information Center

    Reynolds, Barry Lee

    2015-01-01

    Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…

  20. Teaching and Assessing Academic Writing via the Portfolio: Benefits for Learners of English as an Additional Language

    ERIC Educational Resources Information Center

    Romova, Zina; Andrew, Martin

    2011-01-01

    This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…

  1. The Use of General and Specialized Corpora as Reference Sources for Academic English Writing: A Case Study

    ERIC Educational Resources Information Center

    Chang, Ji-Yeon

    2014-01-01

    Corpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering…

  2. Backwash Effects of Portfolio Assessment in Academic Writing Classes

    ERIC Educational Resources Information Center

    Syafei, Muh

    2012-01-01

    This paper discusses a study investigating students' opinions and reflections on backwash effects of portfolio assessments applied in Academic Writing course. To obtain the data, the researcher carried out interviews with 70 students of English Education Department (EED) of "Universitas Muria Kudus" (UMK) who took Academic Writing I and…

  3. Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course

    ERIC Educational Resources Information Center

    Rakedzon, Tzipora; Baram-Tsabari, Ayelet

    2017-01-01

    This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…

  4. ESL Learners, Writing and the Acquisition of Academic Language.

    ERIC Educational Resources Information Center

    Moore, Rashid A.; Zainuddin, Hanizah

    Most research conducted on the amount of time English language learners (ELLs) require for the acquisition of academic English suggests that 4-10 years are required to be near or on par with fully proficient English (FEP) peers. In this study, data from three administrations (1999, 2000, and 2001) of the FCAT writing test of the Florida Writing…

  5. ABC's of writing medical papers in English.

    PubMed

    Baron, Todd H

    2012-01-01

    Publishing medical papers in English is important as English remains the predominant language for most medical papers (both electronic and traditional journal publications). In addition, journals with the highest impact factors are published in English and a publication in English thus enhances the visibility of authors and their institutions, and is important for promotion in some academic centers. This article reviews the basic principles that will help you successfully publish a manuscript in English. Although other books and articles are available on this subject, there are relatively few references. The present article is based on this author's experience of publishing nearly 400 articles in English. It will emphasize writing original articles, but the principles can be applied to virtually any type of manuscript.

  6. The Influence of Students' L1 and Spoken English in English Writing: A Corpus-Based Research

    ERIC Educational Resources Information Center

    Prihantoro

    2016-01-01

    Academic writing requires both style and grammatical correctness; however, efforts in improving the quality of English academic writing by non-native students have been focused on grammar. Structures observed in this study were grammatically correct, but considered unnatural in academic writing genre. This research involves a group of non-native…

  7. READING AND WRITING STANDARD ENGLISH.

    ERIC Educational Resources Information Center

    CRAIG, MYRTLE C.

    THE PROBLEM OF HOW TO TEACH PUPILS IN THE ELEMENTARY SCHOOLS TO READ AND WRITE STANDARD ENGLISH IS DISCUSSED. THE VALUE OF ORAL LANGUAGE AS A MEANS OF ATTAINING READING AND WRITING PROFICIENCY IS SUGGESTED. SUCCESS IN THESE AREAS CAN BE ATTAINED IF (1) THE HOME LANGUAGE OF THE CHILD IS ACCEPTED, (2) THE CHILD IS OFFERED MATERIALS ON HIS LEVEL OF…

  8. Teaching Adolescent ELs to Write Academic-Style Persuasive Essays

    ERIC Educational Resources Information Center

    Ramos, Kathleen

    2014-01-01

    The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…

  9. Reading-Writing Relationships in First and Second Language Academic Literacy Development

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2016-01-01

    Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

  10. Test Review: Canadian Academic English Language (CAEL) Assessment

    ERIC Educational Resources Information Center

    Malone, Margaret E.

    2010-01-01

    This article presents a review of the Canadian Academic English Language (CAEL) Assessment, a high stakes standardized test of the English language. It is a topic-based test that integrates listening, reading, writing and speaking. The test is designed to describe the level of English language proficiency of test takers planning to study at…

  11. Writing by Academics: A Transactional and Systems Approach to Academic Writing Behaviours

    ERIC Educational Resources Information Center

    Kempenaar, Larissa Elisabeth; Murray, Rowena

    2016-01-01

    The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…

  12. Supporting the Development of Students' Academic Writing through Collaborative Process Writing

    ERIC Educational Resources Information Center

    Mutwarasibo, Faustin

    2013-01-01

    The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…

  13. Academic Writing Retreat: A Time for Rejuvenated and Focused Writing

    ERIC Educational Resources Information Center

    Swaggerty, Elizabeth A.; Atkinson, Terry S.; Faulconer, Johna L.; Griffith, Robin R.

    2011-01-01

    The purpose of this article is to describe the impact of a three-day academic writing retreat on the writing lives of four female university faculty members. Goals of the retreat included rejuvenating their writing lives, focusing their research agendas, improving their writing, and engaging in concentrated blocks of writing and collaborative…

  14. Writing and Publishing for Academic Authors.

    ERIC Educational Resources Information Center

    Moxley, Joseph M., Ed.

    This book of author-contributed chapters on academic writing grew out of workshops on scholarly writing taught at the University of South Florida. The chapters in part I review the working habits of successful academic authors. The chapters in part II analyze the genres of academic writing. Part III focuses on revision and editing of manuscripts.…

  15. Diction and Expression in Error Analysis Can Enhance Academic Writing of L2 University Students

    ERIC Educational Resources Information Center

    Sajid, Muhammad

    2016-01-01

    Without proper linguistic competence in English language, academic writing is one of the most challenging tasks, especially, in various genre specific disciplines by L2 novice writers. This paper examines the role of diction and expression through error analysis in English language of L2 novice writers' academic writing in interdisciplinary texts…

  16. The Effectiveness of Adopting E-Readers to Facilitate EFL Students' Process-Based Academic Writing

    ERIC Educational Resources Information Center

    Hung, Hui-Chun; Young, Shelley Shwu-Ching

    2015-01-01

    English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic…

  17. Mature Taiwanese Writers' Development of Writing and Voices between Different Academic Environments

    ERIC Educational Resources Information Center

    Yeh, Shu-Fen

    2015-01-01

    The present study explores four L2 mature writers' development of writing and voices in English between different academic environments, and seeks to create more meaningful grounds for teaching academic ESL writing in the U.S. and college writing in Taiwan. The approach of this study is influenced by Hirvela and Belcher's (2001) reading of terms…

  18. A Comparative Study of Writing Anxiety among Iranian University Students Majoring English Translation, Teaching and Literature

    ERIC Educational Resources Information Center

    Olanezhad, Mahdie

    2015-01-01

    This study is designed to examine writing anxiety in three groups of EFL students who use English writing in their academic programs. The main purpose of this study is to determine the level and sources of anxiety that students experience while writing in English as a foreign language. To this end, 150 university students from Iranian EFL students…

  19. Teaching Scientific/Academic Writing in the Digital Age

    ERIC Educational Resources Information Center

    Peretz, Arna

    2005-01-01

    This paper describes a graduate-level scientific/academic writing course for non-native speakers (NNS) of English at Ben-Gurion University of the Negev (BGU), Israel, which is taught in a technology-enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on-screen marking…

  20. Telling, Writing and Reading Number Tales in ASL and English Academic Languages: Acquisition and Maintenance of Mathematical Word Problem Solving Skills

    ERIC Educational Resources Information Center

    Zernovoj, Alexander

    2005-01-01

    One of the major goals in deaf education is to teach deaf and hard of hearing students the tools and strategies to solve mathematical word problems. A mathematical word problem curriculum was designed and implemented based on telling, reading and writing number tales in American Sign Language (ASL) and English. The learning experiences helped…

  1. Academic Writing Practices in Spanish Universities

    ERIC Educational Resources Information Center

    Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel

    2012-01-01

    Introduction: This article aims at describing the use of written genres at university and how they are used to teach and learn. Method: We carried out a descriptive study focusing on teachers' perceptions regarding the importance of academic writing in promoting learning, the degree of competence they attribute to academic writing in comparison…

  2. Developing academic writing skills: the PROCESS framework.

    PubMed

    Lloyd, Marjorie

    Academic writing is an important aspect of professional development for students and lecturers. It is one way in which they demonstrate their learning, but it can be a difficult skill to master. This article aims to enable students and professionals to develop their academic writing style using a coherent and effective framework.

  3. Fostering Topic Knowledge: Essential for Academic Writing

    ERIC Educational Resources Information Center

    Proske, Antje; Kapp, Felix

    2013-01-01

    Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…

  4. Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

    ERIC Educational Resources Information Center

    Escobar Alméciga, Wilder Yesid; Evans, Reid

    2014-01-01

    The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings…

  5. Reference, Coherence and Complexity in Students' Academic Writing: Examples from Cameroon and East-Africa Corpus

    ERIC Educational Resources Information Center

    Schmied, Josef; Nkemleke, Daniel

    2011-01-01

    This contribution discusses problems of students' academic writing in Africa. It sketches the wide field of English for Academic Purposes (EAP) and argues that reference, coherence and complexity are key concepts for evaluating student writing at university level. It uses material from African corpora to substantiate this claim and to illustrate…

  6. Providing Electronic Writing Resources for Academic Purposes: Issues of Control and Flexibility.

    ERIC Educational Resources Information Center

    Bruce, Nigel

    2001-01-01

    Reviews "Academic Writing: An Interactive Language Based CD-ROM for Teaching Academic Writing Skills to University Students." Suggests language teachers in the tertiary sector are required to accommodate the specific disciplinary needs of their students, and that it is rare for most commercial textbooks to find their way into an English for…

  7. Facilitating scholarly writing in academic medicine.

    PubMed

    Pololi, Linda; Knight, Sharon; Dunn, Kathleen

    2004-01-01

    Scholarly writing is a critical skill for faculty in academic medicine; however, few faculty receive instruction in the process. We describe the experience of 18 assistant professors who participated in a writing and faculty development program which consisted of 7 monthly 75-minute sessions embedded in a Collaborative Mentoring Program (CMP). Participants identified barriers to writing, developed personal writing strategies, had time to write, and completed monthly writing contracts. Participants provided written responses to open-ended questions about the learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an audiotaped interview. Analysis of qualitative data using data reduction, data display, and conclusion drawing/verification showed that this writing program facilitated the knowledge, skills, and support needed to foster writing productivity. All participants completed at least 1 scholarly manuscript by the end of the CMP. The impact on participants' future academic productivity requires long-term follow-up.

  8. Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

    ERIC Educational Resources Information Center

    McKinley, Jim

    2015-01-01

    This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…

  9. Academic Writing in a Second Language: Essays on Research and Pedagogy.

    ERIC Educational Resources Information Center

    Belcher, Diane, Ed.; Braine, George, Ed.

    Essays on research and teaching of academic writing in English as a second language include:"When Practice Doesn't Make Perfect: The Case of a Graduate ESL Student" (Melanie Schneider, Naomi K. Fujishima); "Good Writing: I Know It When I See It" (Ilona Leki); "Redefining the Task: An Ethnographic Examination of Writing and Response in Graduate…

  10. Fostering Academic Vocabulary Use in Writing

    ERIC Educational Resources Information Center

    Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd

    2015-01-01

    Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

  11. On Writing Behavioral Objectives for English.

    ERIC Educational Resources Information Center

    Maxwell, John, Ed.; Tovatt, Anthony, Ed.

    This book presents the results of the examination, during 1969, of the behavioral objectives movement in English instruction by the NCTE Commission on the English Curriculum. It points out that, although some major benefits may eventually arise from the writing of English behavioral objectives, "the process bristles with problems in semantics,…

  12. A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

    ERIC Educational Resources Information Center

    Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

    2016-01-01

    This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…

  13. Raising Students' Awareness of Cross-Cultural Contrastive Rhetoric in English Writing via an E-Learning Course

    ERIC Educational Resources Information Center

    Xing, Minjie; Wang, Jinghui; Spencer, Kenneth

    2008-01-01

    This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison…

  14. Write on the Edge: Using a Chemistry Corpus to Develop Academic Writing Skills Resources for Undergraduate Chemists

    ERIC Educational Resources Information Center

    Bruce, M. L.; Coffer, P. K.; Rees, S.; Robson, J. M.

    2016-01-01

    Many undergraduate students find the production of an extended piece of academic writing challenging. This challenge is more acute in the sciences where production of extended texts is infrequent throughout undergraduate studies. This paper reports the development of a new English for Academic Purposes (EAP) workshop and associated resources for…

  15. Personal and Academic Writing: Revisiting the Debate

    ERIC Educational Resources Information Center

    Mlynarczyk, Rebecca Williams

    2006-01-01

    More than ten years have passed since the widely publicized debate about personal and academic writing that played out in the 1990s between Peter Elbow and David Bartholomae. But the question of the relative merits of these two different types of writing for student writers continues to be an issue of concern for teachers of composition,…

  16. Encouraging Student Voice in Academic Writing

    ERIC Educational Resources Information Center

    Gemmell, Rebecca

    2008-01-01

    Prior to her joining the California Writing Project's (WP) Improving Students' Academic Writing (ISA) program, the author relates how she used to get frustrated when she read her students' essays. As a result of her new understanding gained from her participation at ISA, the author boldly banished traditional literary analysis papers that asked…

  17. Improving Academic Writing in Nursing Education

    ERIC Educational Resources Information Center

    Mattsson, Janet

    2016-01-01

    Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

  18. English Learners, Writing, and the Common Core

    ERIC Educational Resources Information Center

    Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina

    2015-01-01

    Adopted by 46 states, the Common Core State Standards (CCSS) present a vision of what it means to be literate in the twenty-first century and call for all students, including English learners, to develop critical reading skills necessary for a deep understanding of complex texts, and critical writing skills to write about those texts. This article…

  19. Black English: From Speech to Writing.

    ERIC Educational Resources Information Center

    Funkhouser, James L.

    The ways speakers of Black English modify features of their spoken dialect in the process of adapting their language to writing are examined in this dissertation, on the basis of a corpus of writing from 41 black students enrolled in a St. Louis community college composition course. Each student is represented by 500 to 1000 words of writing…

  20. English 116: Freshman Seminar--Writing & Photography

    ERIC Educational Resources Information Center

    Leahy, Anna; Rindge, Deborah

    2004-01-01

    English 116: Freshman Seminar is, according to the college catalog, the "gateway course for North Central College's integrative curriculum. [It f]ocuses on writing, reading, and critical thinking related to a specific area of inquiry [and is t]eam-taught by faculty from English and another department. Topics vary, but emphasis is on rhetoric…

  1. Convergent and Divergent Computer-Mediated Communication Tasks in an English for Academic Purposes Course

    ERIC Educational Resources Information Center

    Jackson, Daniel O.

    2011-01-01

    This article describes the implementation of technology-mediated tasks in an English for academic purposes (EAP) curriculum at a Japanese university. The course addressed the needs of English majors at the school by enabling more efficient completion of academic work, including essay writing. One way that technology supported this goal was through…

  2. Action Research: Applying a Bilingual Parallel Corpus Collocational Concordancer to Taiwanese Medical School EFL Academic Writing

    ERIC Educational Resources Information Center

    Reynolds, Barry Lee

    2016-01-01

    Lack of knowledge in the conventional usage of collocations in one's respective field of expertise cause Taiwanese students to produce academic writing that is markedly different than more competent writing. This is because Taiwanese students are first and foremost English as a Foreign language (EFL) readers and may have difficulties picking up on…

  3. The Imagery of Rhetoric: Film and Academic Writing in the Discipline-based ESL Course.

    ERIC Educational Resources Information Center

    Kasper, Loretta F.

    2000-01-01

    Describes three reading/writing lessons on the topics of linguistics, environmental science, and anthropology used in a discipline-based college-level English as a second language course to illustrate how to use film to teach academic writing skills. Discusses how students analyze a film to help articulate the content of an essay or a book. (SR)

  4. An Investigation of Taiwanese Doctoral Students' Academic Writing at a U.S. University

    ERIC Educational Resources Information Center

    Chou, Li-hua

    2011-01-01

    The United States has always been the top choice of Taiwanese university students who want to study abroad. Consequently, English writing is especially vital for doctoral dissertation; insufficient research deals with academic writing of such students, despite its importance to their success. This paper aims to fill the gap by analyzing the course…

  5. Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy

    ERIC Educational Resources Information Center

    Gilliland, Elizabeth A.

    2012-01-01

    This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…

  6. Dynamic Development of Complexity and Accuracy: A Case Study in Second Language Academic Writing

    ERIC Educational Resources Information Center

    Rosmawati

    2014-01-01

    This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or…

  7. The Relationship Between Academic Writing Experience and Academic Publishing for Graduate Physics Students

    NASA Astrophysics Data System (ADS)

    Hess, Steven Timothy Michael

    Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main research question in this quantitative correlational study explored potential relationships between the publication rates and the number and types of English and composition classes taken by survey participants. Fischerian development, life course theory, and phenomenological sociology framed this study. Participants from private, public, and commercial institutions of higher learning in the United States participated. Data were analyzed using correlational, chi-square, ANOVA, and multiple regression techniques to reveal relationships between the number and types of English and composition classes taken and publication rates. Open-ended questions gathered opinions about scientific writing and writing class experiences and helped triangulate the findings. The results suggested a relationship between publication rates and number of English and composition classes among certain physics specializations and a need for physics institutions to create specialized publishing courses. The results may lead to positive social change by facilitating the examination of writing within particular physics specializations and motivating the creation of departmental constructed writing courses targeting the scientific community responsible for producing technically skilled literate workers. This could enable increased sharing of scientific findings with professional societies.

  8. Reconsidering English Grammar Teaching for Improving Non-English Majors' English Writing Ability

    ERIC Educational Resources Information Center

    Shen, Yuru

    2012-01-01

    With the globalization of world economy, English learners' writing ability has been attached less and less importance. As a result, many college students in China, especially the non-English majors, cannot express themselves effectively in written English. They make various kinds of mistakes, mostly grammar mistakes, such as writing sentence…

  9. International Graduate Students' Academic Writing Practices in Malaysia: Challenges and Solutions

    ERIC Educational Resources Information Center

    Singh, Manjet Kaur Mehar

    2015-01-01

    This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants,…

  10. An International Journal's Attempts to Address Inequalities in Academic Publishing: Developing a Writing for Publication Programme

    ERIC Educational Resources Information Center

    Lillis, Theresa; Magyar, Anna; Robinson-Pant, Anna

    2010-01-01

    Scholars around the world are under increasing pressure to publish in English, in Anglophone centre journals. At the same time, research on professional academic writing indicates that scholars from outside Anglophone centre contexts face considerable obstacles in getting their academic work published in such journals, relating to material and…

  11. Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students

    ERIC Educational Resources Information Center

    Al Fadda, Hind

    2012-01-01

    The purpose of this study was to determine what difficulties King Saud University students encounter when learning to write academic English and to differentiate between students' learning needs and objectives. The sample consisted of 50 postgraduate students enrolled in King Saud University during the academic year 2009-2010. Analysis of the data…

  12. Genre and Second-Language Academic Writing

    ERIC Educational Resources Information Center

    Paltridge, Brian

    2014-01-01

    The term "genre" first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns…

  13. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

    PubMed Central

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836

  14. Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

    PubMed

    Munoz-Luna, Rosa

    2015-01-01

    Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading.

  15. English Academic Style Manuals: A Survey

    ERIC Educational Resources Information Center

    Bennett, Karen

    2009-01-01

    This paper presents the results of a survey of English Academic Style Manuals conducted between 2004 and 2007, designed to establish whether English Academic Discourse is sufficiently well-defined as a concept to be useful for translation research. Although, with the current emphasis on genre and disciplinary differences, it is fashionable today…

  16. Academic Writing, Genres and Philosophy

    ERIC Educational Resources Information Center

    Peters, Michael A.

    2008-01-01

    This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms…

  17. Metadiscourse in Academic Writing: A Reappraisal

    ERIC Educational Resources Information Center

    Hyland, Ken; Polly Tse

    2004-01-01

    Metadiscourse is self-reflective linguistic material referring to the evolving text and to the writer and imagined reader of that text. It is based on a view of writing as social engagement and in academic contexts reveals the ways that writers project themselves into their discourse to signal their attitude towards both the propositional content…

  18. Potential of Mobile Learning in Teaching of ESL Academic Writing

    ERIC Educational Resources Information Center

    Zaki, Arlina Ahmad; Yunus, Melor Md

    2015-01-01

    The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…

  19. Sociolinguistic Implications of Academic Writing.

    ERIC Educational Resources Information Center

    Nida, Eugene A.

    1992-01-01

    The technical complexity of the language of academic journals is discussed in terms of graduate students' needs for information, especially in developing countries. An examination of problems in two articles in "Language" and one in "American Anthropologist" points out the nature of the difficulties and some of the solutions. (Author/LB)

  20. Changing Academic Identities in Changing Academic Workplaces: Learning from Academics' Everyday Professional Writing Practices

    ERIC Educational Resources Information Center

    Lea, Mary R.; Stierer, Barry

    2011-01-01

    In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…

  1. Chinese Interference in English Writing: Cultural and Linguistic Differences.

    ERIC Educational Resources Information Center

    Yang, Yi

    This paper discusses one Chinese graduate student's experience with English writing. Through a literature review and personal interviews with other Chinese students, the paper explores the differences between Chinese and English writing. It summarizes the literature on differences between Chinese and English writing conventions in ideological and…

  2. How I Have Improved My English Writing Skills

    ERIC Educational Resources Information Center

    Kosaka, Megumi

    2016-01-01

    Writing a journal is a good way to improve one's English skills. The author, although she did not feel good at writing in English at all, discovered that, once she began keeping a journal in English, she progressively became able to write longer, more accurate, and more detailed sentences. Through keeping a journal she became aware of errors she…

  3. ENGLISH WRITING, APPROACHES TO COMPOSITION.

    ERIC Educational Resources Information Center

    Euclid English Demonstration Center, OH.

    THIS COLLECTION OF PAPERS BY STAFF MEMBERS OF THE EUCLID ENGLISH DEMONSTRATION CENTER FOCUSES ON APPROACHES TO THE TEACHING OF COMPOSITION IN THE JUNIOR HIGH SCHOOL. THE PAPERS ARE (1) "LITERATURE AND COMPOSITION," BY JAMES F. MCCAMPBELL, (2) "COMPOSING--EPIPHANY AND DETAIL," BY JOSEPH DYESS, (3) "THE LANGUAGE COMPOSITION…

  4. Beyond First-Year Composition: Academic English Instructional Support for International Transfer Students

    ERIC Educational Resources Information Center

    Frodesen, Jan

    2015-01-01

    While many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course…

  5. Writing intelligible English prose for biomedical journals.

    PubMed

    Ludbrook, John

    2007-01-01

    1. I present a combination of semi-objective and subjective evidence that the quality of English prose in biomedical scientific writing is deteriorating. 2. I consider seven possible strategies for reversing this apparent trend. These refer to a greater emphasis on good writing by students in schools and by university students, consulting books on science writing, one-on-one mentoring, using 'scientific' measures to reveal lexical poverty, making use of freelance science editors and encouraging the editors of biomedical journals to pay more attention to the problem. 3. I conclude that a fruitful, long-term, strategy would be to encourage more biomedical scientists to embark on a career in science editing. This strategy requires a complementary initiative on the part of biomedical research institutions and universities to employ qualified science editors. 4. An immediately realisable strategy is to encourage postgraduate students in the biomedical sciences to undertake the service courses provided by many universities on writing English prose in general and scientific prose in particular. This strategy would require that heads of departments and supervisors urge their postgraduate students to attend such courses. 5. Two major publishers of biomedical journals, Blackwell Publications and Elsevier Science, now provide lists of commercial editing services on their web sites. I strongly recommend that authors intending to submit manuscripts to their journals (including Blackwell's Clinical and Experimental Pharmacology and Physiology) make use of these services. This recommendation applies especially to those for whom English is a second language.

  6. Transitional and Transformational Spaces: Mentoring Young Academics through Writing Centres

    ERIC Educational Resources Information Center

    Archer, Arlene; Parker, Shabnam

    2016-01-01

    The effectiveness of writing centre interventions on student writing in higher education has been well-documented in academic literacies studies. This paper changes the focus of investigation from student to consultant and, consequently, explores the way in which an academic writing centre can function as a mentoring environment for young…

  7. Designing a Website to Support Students' Academic Writing Process

    ERIC Educational Resources Information Center

    Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

    2016-01-01

    Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

  8. Corpus-Supported Academic Writing: How Can Technology Help?

    ERIC Educational Resources Information Center

    Chitez, Madalina; Rapp, Christian; Kruse, Otto

    2015-01-01

    Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…

  9. Teaching Writing through Communicative Approach in Military English

    ERIC Educational Resources Information Center

    Likaj, Manjola

    2015-01-01

    The paper speaks about teaching writing through communicative approach in English for Specific Purposes, especially in Military English. There are presented three different approaches regarding writing in ESP: product, process and social-constructionist approach. The recent developments in ESP writing consider the social-constructionist approach…

  10. Academic Writing as Shaping and Re-Shaping

    ERIC Educational Resources Information Center

    Badley, Graham

    2009-01-01

    Academic writing, especially the writing of research articles, dissertations and theses, is often viewed in the literature as "writing up". It is as if first comes the research, an active creation of new knowledge, and then comes the writing, a relatively passive assembling of what has already been achieved. It is as if researching and…

  11. Why Academics Have a Hard Time Writing Good Grant Proposals

    ERIC Educational Resources Information Center

    Porter, Robert

    2007-01-01

    When they are new to the grant game, even scholars with fine publishing records can struggle with proposal writing. Many are surprised to find that the writing style that made them successful as academics is not well suited to crafting a winning proposal. To succeed at grant writing, most researchers need to learn a new set of writing skills. This…

  12. Why Thais Write to Other Thais in English

    ERIC Educational Resources Information Center

    Glass, Tom

    2009-01-01

    This study, incorporating survey and interview data, investigates the English writing habits of graduates of a bachelor's degree program in English at a public university in Thailand. Survey data show that the majority of the former students who responded (N = 104) write in English regularly, and they correspond with people in Inner, Outer, and…

  13. Academic Writing in Intercultural Contexts: Integrating Conventions and Personal Voice.

    ERIC Educational Resources Information Center

    Littlewood, William

    1996-01-01

    Examines the teaching of writing from an intercultural standpoint to see how far the imposed conventions of academic writing conflict with the conventions of native language and culture and self expression. (Author/VWL)

  14. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    NASA Astrophysics Data System (ADS)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

  15. Academic Writing in Context: Implications and Applications. Papers in Honour of Tony Dudley-Evans.

    ERIC Educational Resources Information Center

    Hewings, Martin, Ed.

    The papers in this volume were collected to honor T. Dudley-Evans on his retirement from the University of Birmingham. They explore a number of themes of current interest to those engaged in English language teaching and academic writing. The papers are: (1) Introduction (Martin Hewings); (2) Distance and Refined Selves: Educational Tensions in…

  16. On the Viable Linkages between Extroversion/Introversion and Academic Iranian EFL Learners' Writing Proficiency

    ERIC Educational Resources Information Center

    Alavinia, Parviz; Hassanlou, Adel

    2014-01-01

    The current study was aimed at investigating the relationship between academic Iranian EFL learners' extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females…

  17. Concordancers and Dictionaries as Problem-Solving Tools for ESL Academic Writing

    ERIC Educational Resources Information Center

    Yoon, Choongil

    2016-01-01

    The present study investigated how 6 Korean ESL graduate students in Canada used a suite of freely available reference resources, consisting of Web-based corpus tools, Google search engines, and dictionaries, for solving linguistic problems while completing an authentic academic writing assignment in English. Using a mixed methods design, the…

  18. Deconstructing Attitudes towards Plagiarism of Japanese Undergraduates in EFL Academic Writing Classes

    ERIC Educational Resources Information Center

    Teeter, Jennifer

    2015-01-01

    In this study, a qualitative analysis of 276 first-year Japanese university science major responses to plagiarism to deconstruct prevailing generalizations regarding the incidence of plagiarism by Japanese university students. These students were enrolled in a compulsory yearlong English academic writing course. While utilizing a contextualized…

  19. Applying SF-Based Genre Approaches to English Writing Class

    ERIC Educational Resources Information Center

    Wu, Yan; Dong, Hailin

    2009-01-01

    By exploring genre approaches in systemic functional linguistics and examining the analytic tools that can be applied to the process of English learning and teaching, this paper seeks to find a way of applying genre approaches to English writing class.

  20. Basic English Writing: An Experimental Course Structure against Semantic Misinterpretation in Undergraduate Student Writing

    ERIC Educational Resources Information Center

    In, Fan-yu; Liao, Hui-Chuan

    2008-01-01

    Course designs for Basic English Writing classes vary from one course to another. The objective of this study was to investigate the semantic misinterpretation of English words found in the English compositions written by native-Chinese-speaking undergraduate students and to overcome if such a barrier occurred in the process of writing. First,…

  1. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    ERIC Educational Resources Information Center

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  2. Supporting the Persuasive Writing Practices of English Language Learners through Culturally Responsive Systemic Functional Linguistic Pedagogy

    ERIC Educational Resources Information Center

    Schulze, Joshua

    2013-01-01

    The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the…

  3. Nonresident Undergraduates' Performance in English Writing Classes-- Hierarchical Linear Modeling Analysis

    ERIC Educational Resources Information Center

    Vaughn, Allison A.; Bergman, Matthew; Fass-Holmes, Barry

    2015-01-01

    Do undergraduates whose native language is not English have writing deficiencies leading to academic struggles? The present study showed that the answer to this question was "no" at an American West Coast public university. This university's nonresident undergraduates on average earned B- to B+ in their colleges' English…

  4. Using Academic Literacies and Genre-Based Models for Academic Writing Instruction: A "Literacy" Journey

    ERIC Educational Resources Information Center

    Wingate, Ursula

    2012-01-01

    Three writing development initiatives carried out at King's College London UK are discussed in this article to illustrate the need to draw on different theoretical models to create effective methods of teaching academic writing. The sequence of initiatives resembles a journey: the destination is to develop academic writing programmes suitable for…

  5. Analyzing the Micro Coherence in English Writing and Implications for the Teaching of English Writing

    ERIC Educational Resources Information Center

    Sui, Dan-ni; Chen, Zheng

    2010-01-01

    Based on LSA's (Latent Semantic Analysis) measuring textual coherence and Halliday and Hasan's cohesive concepts and their categorization of cohesive devices, this paper analyzes coherent relatedness and cohesive devices of 100 Chinese students' English writings. The results indicate that (1) LSA is proved to be an objective and appropriate method…

  6. Adolescents' Use of Academic Language in Historical Writing

    ERIC Educational Resources Information Center

    Shen, Ting

    2011-01-01

    Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and their writing…

  7. Effects of Blackboard on EFL Academic Writing and Attitudes

    ERIC Educational Resources Information Center

    Fageeh, Abdulaziz; Mekheimer, Mohamed Amin A.

    2013-01-01

    This study aimed to recognize the pedagogical effects of Blackboard as a computer-mediated communication (CMC) environment for teaching academic writing and improving students' attitudes toward academic writing. Learners' interactions in the CMC environment of Blackboard were analyzed via a controlled descriptive design to examine how students…

  8. Professional Writing in the English Classroom: Professional Writing--What You Already Know

    ERIC Educational Resources Information Center

    Bush, Jonathan; Zuidema, Leah

    2010-01-01

    This article presents the first installment of "Professional Writing in the English Classroom." The authors begin by answering the obvious question: What is professional writing? It isn't remedial writing, and it involves much more than writing memos, business letters, and resumes (although it certainly includes those genres). Professional writing…

  9. Learner Characteristics and Writing Performance in a Community College English as a Second Language Course: Some Unexpected Findings

    ERIC Educational Resources Information Center

    Lambert, Olga D.

    2015-01-01

    This study investigates the relationships between individual learner characteristics and gain in writing performance as measured by a standardized writing assessment in a sample of community college academic English as a Second Language (ESL) students in the United States. The ethnically and linguistically diverse convenience sample included 76…

  10. Academic Writing and Grammatical Accuracy: The Role of Corrective Feedback

    ERIC Educational Resources Information Center

    Baleghizadeh, Sasan; Gordani, Yahya

    2012-01-01

    Investigations into the effect of providing corrective feedback on L2 writing have often produced contradictory results. This study, following a line of research concerned with the role of corrective feedback in writing, contributes to this line of research by analyzing different feedback types in an EFL academic writing context. 45 graduate…

  11. Causal Discourse Analyzer: Improving Automated Feedback on Academic ESL Writing

    ERIC Educational Resources Information Center

    Chukharev-Hudilainen, Evgeny; Saricaoglu, Aysel

    2016-01-01

    Expressing causal relations plays a central role in academic writing. While it is important that writing instructors assess and provide feedback on learners' causal discourse, it could be a very time-consuming task. In this respect, automated writing evaluation (AWE) tools may be helpful. However, to date, there have been no AWE tools capable of…

  12. A Comparison of the Academic Achievement in Reading and Writing by Students Enrolled in Project English Classes with That of Non-Experimental Students.

    ERIC Educational Resources Information Center

    Turner, Donald Gene

    This study investigated whether students using Project English experimental materials and procedures in seventh-grade language arts classes received quantitatively measurable advantages over those studying with more traditional teaching materials and techniques. From a group of 324 subjects attending two schools in Indianapolis, 83 were taught…

  13. Drawing to Support Writing Development in English Language Learners

    ERIC Educational Resources Information Center

    Adoniou, Misty

    2013-01-01

    Writing is the dominant mode through which most learning and assessment is mediated in schools. It is through writing that learners are most often asked to demonstrate their understanding of learned concepts and share their understandings of these concepts. If English language learners are to succeed in English medium schools, they must become…

  14. English Writing Development of Young, Linguistically Different Learners.

    ERIC Educational Resources Information Center

    Seda, Ileana; Abramson, Shareen

    1990-01-01

    Examines the emergence of English writing among 31 kindergartners. Concludes that stages of writing development are similar in native and nonnative speakers. Suggests that the relationship between oral and written language is transactional, and that language transactions benefit nonnative English speakers. Also suggests that personality influences…

  15. English Writing Development of Young, Linguistically Different Learners.

    ERIC Educational Resources Information Center

    Seda, Ileana; Abramson, Shareen

    A study examined the emergence of English writing in a kindergarten classroom where about three-quarters of the students were limited-English-proficient (LEP) and spoke a variety of native languages, including Spanish, Hmong, Lao, and Cambodian. Regular daily journal writing sessions were videotaped periodically and analyzed over the course of the…

  16. College English Writing Affect: Self-Efficacy and Anxiety

    ERIC Educational Resources Information Center

    Woodrow, Lindy

    2011-01-01

    This article describes a research project into the self-efficacy and anxiety of college English students at four universities in China. A total of 738 participants completed a questionnaire measuring self-efficacy and anxiety in writing in English. This was immediately followed by a writing task. The questionnaire used a seven point Likert type…

  17. Contrastive Rhetoric and Japanese English Students' Expository Writing Style.

    ERIC Educational Resources Information Center

    Matsunaga, Tad

    Contrastive rhetoric can help English teachers of native Japanese speaking students to better understand cultural and first language influences which affect the acquisition of English expository writing skills. An awareness of the Japanese expository writing style called "delayed introduction of purpose," which can cause problems in…

  18. Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students

    ERIC Educational Resources Information Center

    Termsinsuk, Saisunee

    2015-01-01

    The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an…

  19. A Kind Word for Bullshit: The Problem of Academic Writing

    ERIC Educational Resources Information Center

    Eubanks, Philip; Schaeffer, John D.

    2008-01-01

    The phrase "academic bullshit" presents compositionists with a special dilemma. Because compositionists study, teach, and produce academic writing, they are open to the accusation that they both tolerate and perpetuate academic bullshit. We argue that confronting this problem must begin with a careful definition of "bullshit" and "academic…

  20. A Comparative Study of Six North Texas School Districts and Their Effects on English Language Learners' Acquisition of English Language Proficiency and Academic Achievement

    ERIC Educational Resources Information Center

    Hopes, Diana L.

    2014-01-01

    The intent of this study was to examine predictor variables significant in developing English Language Learners' (ELLs) English language proficiency skills and academic achievement in reading, math, and writing. Using a sequential mixed methods design, the study sought to unveil how state and federal mandates in assessments and programmatic…

  1. Undergraduate ESL Students' Engagement in Academic Reading and Writing in Learning to Write a Synthesis Paper

    ERIC Educational Resources Information Center

    Zhao, Ruilan; Hirvela, Alan

    2015-01-01

    As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically,…

  2. Stories are like water: an academic writing workshop for nurses.

    PubMed

    Walker, Madeline; Tschanz, Coby

    2013-01-01

    Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.

  3. Creative EFL Writing as a Means of Intensifying English Writing Skill Acquisition: A Ukrainian Experience

    ERIC Educational Resources Information Center

    Tarnopolsky, Oleg

    2005-01-01

    This article describes a classroom technique for improving the writing skills of EFL university students who have chosen English as their major for pursuing future careers as translators from and into English. The technique in question, designed for a creative writing course aimed at such students, was based on: (a) the combination of process and…

  4. Writing Anxiety as a Predictor of Writing Self-Efficacy in English for Special Education Arab Learners

    ERIC Educational Resources Information Center

    Salam, Ashraf Atta M. S.; Al Dyiar, Mosaad Abu

    2014-01-01

    The study aimed at investigating the relationship between writing anxiety and writing self-efficacy in English for special education Arab learners of English. It also investigated the use of writing anxiety scores as a predictor of writing self-efficacy. In addition, it explored differences between males and females in both writing anxiety and…

  5. Rationale and Content for English-Language Arts. Survey of Academic Skills: Grade 12. Preliminary Edition.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…

  6. The Effects of Japanese Heritage Language Maintenance on Scholastic Verbal and Academic Achievement in English

    ERIC Educational Resources Information Center

    Shibata, Setsue

    2004-01-01

    This article investigates the effects of the maintenance of Japanese as a heritage language on English and overall academic achievement. The interrelationships among Japanese oral and writing proficiency, SAT I Verbal, SAT I, and high school grade point average (GPA) were examined. The participants were 31 second generation Japanese-American…

  7. Students' Use of Writing Strategies and Their English Writing Achievements in Taiwan

    ERIC Educational Resources Information Center

    Chien, Shih-Chieh

    2012-01-01

    The purpose of this study was to explore the role of students' use of writing strategies in light of their English writing achievements in Taiwan. This research used a cognitive approach to examine the process of writing. Forty student writers (including 20 low and 20 high achievers) in Taiwan participated in this study. Strategies used for…

  8. Developing Academic Identities: Persuasive Writing as a Tool to Strengthen Emergent Academic Identities

    ERIC Educational Resources Information Center

    Carbone, Paula M.; Orellana, Marjorie Faulstich

    2010-01-01

    This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students' implicit understandings of the requirements of academic voice. Through comparisons of each student's texts, strategies…

  9. The Growth of English for Academic Communication in the Nordic Countries

    NASA Astrophysics Data System (ADS)

    Brock-Utne, Birgit

    2001-07-01

    This article discusses the danger of subtractive English in higher education in Norway. If the use of a mother tongue as the medium of communication at the highest academic levels ceases, is drastically reduced and replaced through the use of a foreign tongue, we may speak of subtractive learning. If the mother tongue is being replaced by a foreign tongue in academic writing, in research and university level teaching, the mother tongue will stagnate. The vocabulary needed has not been allowed to develop at the highest academic level. The author maintains that the Norwegian language is threatened as an academic language and here discusses the following five phenomena, all contributing to this threat: 1. The increasing use of English words in Norwegian academic, bureaucratic or technological language. 2. The sale of more academic literature in English and stagnation of academic literature in Norwegian. 3. The recruitment of teaching staff who do not speak Norwegian. 4. The growth in Master degree courses taught in English. 5. The financial rewards being given to academic staff publishing in an international language (read: English) instead of in the mother tongue.

  10. Goal Orientations in an EFL Advanced Academic Writing Context

    ERIC Educational Resources Information Center

    Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah

    2015-01-01

    Academic writing at advanced levels is the most important way of demonstrating one's expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful,…

  11. Improving Academic Achievement in Reading and Writing in Primary Grades.

    ERIC Educational Resources Information Center

    Hubbard, Trina; Newell, Michelle

    This study describes a program designed to increase academic achievement in reading and writing among first and second grade students in a rural, middle-income area. Evidence for the existence of the problem includes reading comprehension tests, observation checklists for reading skills and reading behaviors, and writing samples. Analysis of…

  12. The Research Paper: From Personal to Academic Writing (Instructional Note).

    ERIC Educational Resources Information Center

    Malinowski, Patricia A.

    1990-01-01

    Describes a research project designed to take students from personal writing to academic writing requiring research and application of documentation skills. Explains that the project involves choosing a career, is divided into four parts, and is completed over a four- to five-week period. (MG)

  13. Write to the Top! How to Become a Prolific Academic

    ERIC Educational Resources Information Center

    Johnson, W. Brad; Mullen, Carol A.

    2007-01-01

    This concise guide to writing is designed to help any academic become not only productive but truly prolific. It is a pithy, no-nonsense, no-excuses guide to maximizing the quality and quantity of scholarly output. The authors offer an accessible overview of the art of writing efficiently and effectively, provide a one-stop source for the nuts and…

  14. Students' Perceptions of Academic Writing as a Mode of Communication

    ERIC Educational Resources Information Center

    Majidi, Mojdeh

    2005-01-01

    Adopting the social theory of writing and new rhetorical genre studies (Bakhtin, 1986; Dias, Freedman, Medway, & Pare, 1999; Freedman & Medway, 1994; Miller, 1984/1994) as the theoretical framework in this study I made an attempt to explore graduate students' perceptions of academic writing as a mode of communication in academia. I interviewed…

  15. Applying Cultural Project Based Learning to Develop Students' Academic Writing

    ERIC Educational Resources Information Center

    Irawati, Lulus

    2015-01-01

    Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this…

  16. Cultural Collisions in L2 Academic Writing.

    ERIC Educational Resources Information Center

    Steinman, Linda

    2003-01-01

    Reviews research on writing and culture, focusing on the collisions of cultures when discourse practices second language writers are expected to reproduce clash with what they know, believe, and value in their first language writing. Describes collisions of culture in writing regarding voice, organization, reader/writer responsibility, topic, and…

  17. Teaching Elementary Students Who Speak Black English Vernacular to Write in Standard English: Effects of Dialect Transformation Practice.

    PubMed

    Fogel; Ehri

    2000-04-01

    Although nonstandard dialects of English are legitimate forms of spoken language used by many Americans, students in U.S. schools must acquire writing competence using Standard English (SE). Participants in this study were 3rd- and 4th-grade African-American students who exhibited Black English Vernacular (BEV) features in their written work. Six syntactic features differing in BEV and SE were targeted. Students received one of three treatments to increase their use of the SE features in their writing: (1) exposure to SE features in stories; (2) story exposure plus explanation of SE rules; and (3) story exposure, SE rule instruction, and guided practice transforming sentences from BEV to SE features. The third treatment proved most effective in enabling students to translate BEV sentences into SE forms and to employ the targeted SE features in their free writing. Results indicate that having students practice translating nonstandard sentences that typify their own writing and providing corrective feedback are effective for teaching them to use SE forms in their writing. Findings are interpreted to support a social-cognitive view of self-regulated learning. Copyright 2000 Academic Press.

  18. Masters Level Graduate Student Writing Groups: Exploring Academic Identity

    ERIC Educational Resources Information Center

    Ruggles, Tosha M.

    2012-01-01

    This action research project explores masters level graduate student writing and academic identity during one semester in an interdisciplinary masters program. Informing this study is a two part theoretical framework including the Academic Literacy Model (Lea and Street) and Wenger's concept of identity. The purpose of this exploration was to…

  19. Dynamic Assessment, Tutor Mediation and Academic Writing Development

    ERIC Educational Resources Information Center

    Shrestha, Prithvi; Coffin, Caroline

    2012-01-01

    Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach…

  20. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft…

  1. Writing apprehension and academic procrastination among graduate students.

    PubMed

    Onwuegbuzie, A J; Collins, K M

    2001-04-01

    Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed.

  2. An Urgent Challenge: Enhancing Academic Speaking Opportunities for English Learners

    ERIC Educational Resources Information Center

    Wilson, Jane; Fang, Chloe; Rollins, Jenice; Valadez, Destinee

    2016-01-01

    This project sought to gain a closer look at the contrast of oral language opportunities experienced by English learners and native speakers of English in order to draw implications for practicing teachers. Specifically, the authors explored how often and when English learners and native speakers of English engage in academic speaking in K-8…

  3. Long-Term English Learners Writing Their Stories

    ERIC Educational Resources Information Center

    Jacobs, C. Lynn

    2008-01-01

    High school teacher C. Lynn Jacobs noted that the long-term English language learners in her class had improved in reading comprehension but still lacked writing skills. Inspired by a state humanities project, she worked with the students to publish a collection of stories and poems. Writing about their lives provided the motivation, and writing…

  4. Critical Pedagogy in Undergraduate English Writing Classes in Taiwan

    ERIC Educational Resources Information Center

    Chi, Gen-Hua

    2011-01-01

    This one-year study explores the possibility of integrating critical pedagogy into undergraduate English writing classes in Taiwan. The participants were the students in 2 first-year writing classes taught by the researcher. For these classes, I reinvented Freire's (2000) pedagogy of the oppressed, which emphasizes problem-posing, dialogue, and…

  5. Singaporean Kindergartners' Phonological Awareness and English Writing Skills

    ERIC Educational Resources Information Center

    Dixon, L. Quentin

    2011-01-01

    This article describes the phonological awareness and English writing skills among a sample of 297 Singaporean kindergarten children, stratified by ethnicity (Chinese, Malay, and Indian), and examines the relationship between oral language and writing skills in this multilingual population. Overall, Singaporean kindergartners, nearly all of whom…

  6. Writing and Thinking about the English Industrial Revolution.

    ERIC Educational Resources Information Center

    Hedberg, Jacqueline H.

    1988-01-01

    Notes that writing can be a more effective tool for social studies learning if assignments require students to generate their own thoughts rather than restate someone else's ideas. Offers a two-day lesson on the reform of child labor practices during the English Industrial Revolution. A wide variety of writing activities are featured. (JDH)

  7. Poetry Writing in the Post-16 English Curriculum

    ERIC Educational Resources Information Center

    Xerri, Daniel

    2012-01-01

    This paper examines the place of poetry writing in the post-16 English curriculum in Malta. In presenting the results of a small-scale study adopting a mixed methods approach, it explores the views of teachers, students and an influential examiner. The paper proposes that while there seems to be an appreciation of what creative writing can…

  8. Native-English Speaking Instructors Teaching Writing in China

    ERIC Educational Resources Information Center

    Liu, Qing; Zhou, Xiaodi; Fu, Danling

    2015-01-01

    This article presents two separate but related studies on native-English speaking (NES) instructors' teaching writing practice in Chinese universities. One study is a case study that explores the teaching practice of three NES instructors' writing instruction in a southern Chinese university as well as students' responses to their practice.…

  9. Effective Writing Assessment and Instruction for Young English Language Learners

    ERIC Educational Resources Information Center

    Schulz, Melissa M.

    2009-01-01

    The total number of English Language Learners in the American public schools is more than 4.5 million students or 9.6% of the total school population. This article focuses on instructional writing strategies and assessments for English Language Learners in the elementary classroom. This article provides early childhood education teachers with…

  10. Facilitating Metacognitive Processes of Academic Genre-Based Writing Using an Online Writing System

    ERIC Educational Resources Information Center

    Yeh, Hui-Chin

    2015-01-01

    Few studies have investigated how metacognitive processes foster the application of genre knowledge to students' academic writing. This is largely due to its internal and unobservable characteristics. To bridge this gap, an online writing system based on metacognition, involving the stages of planning, monitoring, evaluating, and revising, was…

  11. Democratizing Academic Writing: A Revision of an Experience of Writing an Autoethnographic Dissertation in Color

    ERIC Educational Resources Information Center

    Polanco, Marcela

    2013-01-01

    In this paper, I revise my experience of writing an autoethnographic (Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male-dominant academic standards, telling of the tensions when maneuvering…

  12. Healing Classrooms: Therapeutic Possibilities in Academic Writing

    ERIC Educational Resources Information Center

    Batzer, Benjamin

    2016-01-01

    This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how…

  13. A Web-Based EFL Writing Environment as a Bridge between Academic Advisers and Junior Researchers: A Pilot Study

    ERIC Educational Resources Information Center

    Reynolds, Barry Lee

    2013-01-01

    In the age of "publish or perish," publishing academic journal articles is a must, not only for professors but also for graduate students in Taiwan. Increasingly, Taiwanese research universities are requiring masters and PhD students to write theses and dissertations in English, with an added caveat for PhD students to publish two or…

  14. Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education

    ERIC Educational Resources Information Center

    Strauss, P.; Mooney, S.

    2017-01-01

    This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as…

  15. Interactional Concerns in Implementing Group Tasks: Addressing Silence, Dominance, and Off-Task Talk in an Academic Writing Class

    ERIC Educational Resources Information Center

    Sharma, Bal Krishna

    2015-01-01

    This study investigates the teacher role in mediating the task and the learner in an advanced academic writing class. Having identified three verbal (non-)participation patterns of students in collaborative tasks (silence, dominance, and off-task talk), I examine how these interactional concerns are understood and addressed by English as a second…

  16. Faculty Views on the Importance of Writing, the Nature of Academic Writing, and Teaching and Responding to Writing in the Disciplines

    ERIC Educational Resources Information Center

    Zhu, Wei

    2004-01-01

    This study examined faculty views on academic writing and writing instruction. Data reported in this article came from ten qualitative interviews with business and engineering faculty members. Transcripts of the interviews were analyzed inductively and recursively, and two views on academic writing and writing instruction were identified. One view…

  17. English as an Academic Lingua Franca: The ELFA Project

    ERIC Educational Resources Information Center

    Mauranen, Anna; Hynninen, Niina; Ranta, Elina

    2010-01-01

    English is unquestionably the world language of academia--yet its most notable characteristic, being predominantly used by non-native speakers, has not seriously been taken on board in ESP descriptive studies. The project English as an academic lingua franca (ELFA) based at the University of Helsinki investigates academic discourses, branching out…

  18. The Learning and Use of Academic English Words.

    ERIC Educational Resources Information Center

    Corson, David

    1997-01-01

    Examines the learning and use of academic English words by students who differ socioculturally. Argues that the Greco-Latin vocabulary of English offers various levels of potential difficulty for students from different class, cultural, or linguistic social factions. Infers some changes to practices in native and second language academic English…

  19. Writing in Disguise: Academic Life in Subordination.

    ERIC Educational Resources Information Center

    Caesar, Terry

    This book presents a series of personal essays in which the author analyzes and dramatizes the significance of subordination in academic life. Academic life is examined in terms of issues (such as sexual harassment) and structures (such as the figure of the dissertation director) but especially in terms of texts. The book looks at the stream of…

  20. Doing Academic Writing Differently: A Feminist Bricolage

    ERIC Educational Resources Information Center

    Handforth, Rachel; Taylor, Carol A.

    2016-01-01

    This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental "bricolage", the article weaves together two main threads to chart our engagements with feminist research and with writing…

  1. Aesthetic Learning, Creative Writing and English Teaching

    ERIC Educational Resources Information Center

    Gilbert, Francis

    2016-01-01

    My article argues that the concept of "aesthetic learning" can be helpful for English teachers on two levels. First, it can be a useful identity for English teachers and students to adopt, based upon my own experiences as a secondary English teacher, creative writer and PhD student. Second, I argue that "aesthetic learning" is…

  2. The Relationship between Academic Writing Experience and Academic Publishing for Graduate Physics Students

    ERIC Educational Resources Information Center

    Hess, Steven Timothy Michael

    2012-01-01

    Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main…

  3. Metadiscourse Repertoire of L1 Mandarin Undergraduates Writing in English: A Cross-Contextual, Cross-Disciplinary Study

    ERIC Educational Resources Information Center

    Li, Ting; Wharton, Sue

    2012-01-01

    This article presents a qualitative, comparative study of metadiscourse in the academic writing of two groups of undergraduate students working in two different disciplines. The groups of students were: 1) Native speakers of Mandarin studying in China through the medium of English; 2) Native speakers of Mandarin studying in the UK through the…

  4. English Language Learning in Mexico: A Case Study of Implementing Problem Based Learning into a Technology Enhanced Writing Curriculum

    ERIC Educational Resources Information Center

    Graham, Leah Sharice

    2006-01-01

    English for Academic Purposes literature is often criticized for its very functional interpretation of language (e.g. Benesch, 2001) which ignores the intellectual, cultural, and social side of learning in an attempt to appear "neutral." Furthermore, writing is the EAP skill area which seems to provide students with the most difficulty.…

  5. Japanese EFL Students' Reading Processes for Academic Papers in English

    ERIC Educational Resources Information Center

    Hijikata, Yuko; Nakatani, Yasuo; Shimizu, Maki

    2013-01-01

    Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986; Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed…

  6. Acquiring Academic English in One Year: An Unlikely Proposition for English Language Learners

    ERIC Educational Resources Information Center

    Guerrero, Michael D.

    2004-01-01

    This article examines the primary assumption underlying the recent passage of propositions aimed at meeting the need of English language learners (ELLs). The assumption is that English language learners normally need only one year of intensive structured English immersion to learn English well enough to be academically successful in an all-English…

  7. Academic Language Socialization in High School Writing Conferences

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2014-01-01

    This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author argues that…

  8. Scientific writing training for academic physicians of diverse language backgrounds.

    PubMed

    Cameron, Carrie; Deming, Stephanie P; Notzon, Beth; Cantor, Scott B; Broglio, Kristine R; Pagel, Walter

    2009-04-01

    Research articles are the coin of the realm for anyone working in academia, and success or failure to publish determines a biomedical researcher's career path. At the same time, the dramatic increase in foreign faculty and trainees in U.S. academia, as well as in international scientific collaboration, adds another dimension to this developmental vacuum: limited English-language skills. Paradoxically, few programs exist to develop and support the skills needed to accomplish the vital task of writing English-language research articles, which does not come naturally to most. To better prepare all trainees for research careers, editors in the Department of Scientific Publications at The University of Texas M. D. Anderson Cancer Center created an in-depth training program that would target the writing skills gap effectively. Instruction focused on structure, rhetorical organization, and the conventions of biomedical publishing. More than 300 trainees have participated in 22 workshops. Results of a survey of 46 participants at 6 months to 2.5 years after workshop completion indicated that participants from all language backgrounds believed the course to have improved their writing (97.8% strongly agreed or agreed), made it easier to begin a manuscript (80.4%), and helped them to get published (56.8%), with nonnative speakers of English reporting somewhat greater perceived benefit than native English speakers. On the basis of these results, the authors conclude that researchers of varied linguistic backgrounds appreciate the need for, and benefit from, instruction in the conventions of scientific writing.

  9. Academic Literacy as Language Policy in Community College Developmental Writing

    ERIC Educational Resources Information Center

    Finn, Heather B.; Avni, Sharon

    2016-01-01

    This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what…

  10. CREATIVE WRITING IN THE ENGLISH CLASSROOM.

    ERIC Educational Resources Information Center

    DELL, WILLIAM C.

    IN CREATIVE WRITING, UNLIKE IN FORMAL COMPOSITION, STUDENTS CHOOSE THEIR OWN FORMS AND MATERIALS TO EXPRESS THEIR THOUGHTS AND FEELINGS. SUCH AN OBJECTIVE DEMANDS A CLASSROOM ATMOSPHERE IN WHICH STUDENTS CAN EXPRESS THEMSELVES FREELY AND CONFIDENTLY WITHOUT FEAR OF HARSH NEGATIVE CRITICISM. IN ADDITION TO WRITING EXTENSIVELY, STUDENTS CAN BE AIDED…

  11. Do you start writing in Japanese or in English?

    NASA Astrophysics Data System (ADS)

    Tanikawa, Kiyotaka

    2004-12-01

    The author sent via e-mail the question as in the title to the TENNET members of the Astronomical Society of Japan. Two hundred members among one thousand replied. It turned out that more than 70% of the members start writing in English and 15% fix initially the framework of the paper in Japanese and then start writing in English. The author reproduces comments attached to the replies, and then discuss the meaning of the result and consider the role of learning foreign languages in promoting the skill in one's native language.

  12. Nurturant Ethics and Academic Ideals: Convergence in the Writing Center.

    ERIC Educational Resources Information Center

    Trachsel, Mary

    1995-01-01

    Examines how and why the American academy has employed the social construct of gender in defining the writing center as a site where caring education is promoted according to a cultural ideal of "women's work." Draws on the author's encounters with feminist philosophy, academic professionalism, psycho-sociolinguistics, and child development…

  13. Ethical and Unethical Methods of Plagiarism Prevention in Academic Writing

    ERIC Educational Resources Information Center

    Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ebrahim, Nader Ale; Mohammadjafari, Marjan

    2014-01-01

    This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or…

  14. Using Students' Cultural Heritage to Improve Academic Achievement in Writing

    ERIC Educational Resources Information Center

    Mendez, Gilbert

    2006-01-01

    This article discusses an approach to teaching used at Calexico Unified School District, a California-Mexican border high school, by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students' lives and to improve their academic achievement in writing. An off-shoot of a training program for English…

  15. Academic Boot Camp for the Writing of Psychology Research Reports

    ERIC Educational Resources Information Center

    Skues, Jason L.; Wise, Lisa

    2014-01-01

    Herein, we describe the implementation of, and responses to, a structured writing workshop in the form of an academic boot camp. Participants were 42 undergraduate psychology students from a medium-sized Australian university who were completing their major assignment for the semester. A majority of the students expressed satisfaction with the…

  16. The Impact of Training Students How to Write Introductions for Academic Essays: An Exploratory, Longitudinal Study

    ERIC Educational Resources Information Center

    Brown, Gavin T. L.; Marshall, Jennifer C.

    2012-01-01

    Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions.…

  17. ESL Students' Perceptions of Their English Writing Proficiency and the Effects of Peer Review Training among Three Types of Students in a Community College ESL Composition Course

    ERIC Educational Resources Information Center

    Goldburg, Maxine E.

    2012-01-01

    Learner-centered methodology like peer review is problematic in the pluralism of the ESL classroom when teaching academic English composition. A distinct complication is the form writing instruction should take given the interaction and variations between ESL students' L1 background, experiences, schema, and the meaning of academic literacy in…

  18. The Academic Writing Challenges of Undergraduate Students: A South African Case Study

    ERIC Educational Resources Information Center

    Pineteh, Ernest A.

    2014-01-01

    This article discusses the academic writing challenges of undergraduate students at Cape Peninsula University of Technology (CPUT), South Africa. It examines challenges such as lack of a mastery of academic writing conventions, analysis of writing topics, using writing to construct social identities; ability to research and apply knowledge across…

  19. Articulate--Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development

    ERIC Educational Resources Information Center

    Wisker, Gina

    2013-01-01

    Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…

  20. Research on Three-Part Argumentative Writings for English Majors in China

    ERIC Educational Resources Information Center

    Mingli, Luo

    2012-01-01

    Writing is a kind of creative thinking activity. The teaching of three-part argumentative writing is crucial in college English instruction. Many English majors that fail to write well lack sufficient input of English argumentative reading materials, use Chinese thinking and structure to express their ideas, and lack frequent and sufficient…

  1. An Automated Essay-Evaluation Corpus of English as a Foreign Language Writing

    ERIC Educational Resources Information Center

    Jiang, Yaoyi

    2015-01-01

    The Report of Chinese Students' English Writing Ability (2014) focuses on the Chinese students' English writing in the automated essay-evaluation context. The data and samples are primarily from a national-wide writing project involving 300,814 English as a Foreign Language participants from 452 schools in China during a period of April 10 to May…

  2. A Suggested Syllabus for Advanced Writing Skills at English Language Teaching Departments

    ERIC Educational Resources Information Center

    Altay, Ismail Firat

    2010-01-01

    As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…

  3. Wikis and Academic Writing: Changing the Writer-Reader Relationship

    ERIC Educational Resources Information Center

    Kuteeva, Maria

    2011-01-01

    The development of information and communication technologies has resulted in the emergence of new kinds of academic genres and literacies. The more recent social web applications empower learners to create online content in a collaborative way. This paper focuses on the use of wikis in the course of Effective Communication in English. It aims to…

  4. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    ERIC Educational Resources Information Center

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  5. Formative Assessment of Writing in English as a Foreign Language

    ERIC Educational Resources Information Center

    Burner, Tony

    2016-01-01

    Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on…

  6. Theme and Thematic Progression in English Writing Teaching

    ERIC Educational Resources Information Center

    Jing, Wei

    2015-01-01

    Theme and thematic progression (T/TP) is a major aspect of the way that speakers construct their messages in a way which makes them fit smoothly into the unfolding language event. While studies have illustrated the usefulness of observing T/TP to identify English learners' writing difficulties and suggested that T/TP should be included in English…

  7. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    ERIC Educational Resources Information Center

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  8. Basic English Writing: A Classroom Experiment in Student-Oriented Design and Textbook

    ERIC Educational Resources Information Center

    In, Fan-yu

    2008-01-01

    Basic English Writing (BEW) courses have been part of English learning curricula in many universities. Some research has been conducted to investigate various class designs for English language courses. However, class designs for English writing are not yet abundantly developed to provide more experimental results. The purpose of this study was to…

  9. English Skills for Engineers Required by the English Technical Writing Test

    NASA Astrophysics Data System (ADS)

    Kyouno, Noboru

    Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.

  10. The Most Frequently-Used Multi-Word Constructions in Academic Written English: A Multi-Corpus Study

    ERIC Educational Resources Information Center

    Liu, Dilin

    2012-01-01

    Using the academic writing sub-corpora of the Corpus of Contemporary American English and the British National Corpus as data and building on previous research, this study strives to identify the most frequently-used multi-word constructions (MWCs) of various types (e.g., idioms, lexical bundles, and phrasal/prepositional verbs) in general…

  11. Engaging Writing about Writing Theory and Multimodal Praxis: Remediating WaW for English 106: First Year Composition

    ERIC Educational Resources Information Center

    Sánchez, Fernando; Lane, Liz; Carter, Tyler

    2014-01-01

    English 106: Introductory Composition is a mandatory four credit hour course offered at Purdue University. English 106 is offered by the English department through the Introductory Composition at Purdue program (ICaP), supervised by the Writing Program Administrator (WPA) of first-year composition (FYC). Students enrolled in English 106 gain…

  12. The Influence of Classroom Drama on English Learners' Academic Language Use during English Language Arts Lessons

    ERIC Educational Resources Information Center

    Anderson, Alida; Loughlin, Sandra M.

    2014-01-01

    Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students' English language learning. Participants' discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with…

  13. British Students' Academic Writing: Can Academia Help Improve the Writing Skills of Tomorrow's Professionals?

    ERIC Educational Resources Information Center

    Sultan, Nabil

    2013-01-01

    The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing…

  14. Writing Strategy Instruction: Its Impact on Writing in a Second Language for Academic Purposes

    ERIC Educational Resources Information Center

    De Silva, Radhika

    2015-01-01

    Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…

  15. "The English Is Not the Same": Challenges in Thesis Writing for Second Language Speakers of English

    ERIC Educational Resources Information Center

    Strauss, Pat

    2012-01-01

    In this article I describe my interaction as an English for academic purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). Because of linguistic and relationship issues the supervisory experience for the parties was challenging and frustrating. I…

  16. The write stuff: A proactive approach to increasing academics' writing skills and outcomes.

    PubMed

    Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene

    2015-07-01

    An important way to advance the profession of nursing, to promote best practice and to improve the quality of nursing care, is for nurses to publish. A publication track record is necessary to gain competitive research funding, build knowledge, disseminate new insights and advance the profession. However, academics often experience obstacles in publishing ranging from a pervasive teaching culture, lack of confidence in writing, and lack of strategies to write more strategically. The benefits of writing retreats have been discussed within the nursing and other academic literature but the specifics about the method as well as the unplanned benefits have not been explored. More exploration and discussion is needed about factors assisting writers to complete papers and successfully publish. This paper discusses a novel intervention which aimed to seed the beginnings of a flourishing scholarly community at a regional Queensland University. The paper also presents qualitative and quantitative evaluation data.

  17. Business Letter Writing: English, French, and Japanese.

    ERIC Educational Resources Information Center

    Jenkins, Susan; Hinds, John

    1987-01-01

    Examination of business letters in English, French, and Japanese, focusing on prescriptive accounts in the respective languages, found that, despite amazingly similar surface characteristics, American business letters were reader-oriented, French business letters were writer-oriented, and Japanese business letters were oriented to the space…

  18. Publishing Academic Texts in English: A Polish Perspective

    ERIC Educational Resources Information Center

    Duszak, Anna; Lewkowicz, Jo

    2008-01-01

    The language in which to publish is a complex issue for academics in Poland. With the growth of English as the global lingua franca it may appear to be the obvious language of choice. Yet, publishing in English inevitably brings with it linguistic challenges. It also raises concerns of a social and ideological nature. Choosing to publish in Polish…

  19. English for Academic Purposes Activity in Language Education

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2009-01-01

    Introduction. The greatest importance of the continuing professional development is the use of 3-5 languages, with at least 2-3 on the level of native/first language to form varied cooperative networks for the creation of new knowledge. English for Academic Purposes activity as a form of life activity is a basic demand for studying English for…

  20. English Language Learners and Their Academic Progress: 2010-2011

    ERIC Educational Resources Information Center

    Shneyderman, Aleksandr

    2012-01-01

    This is the 2010-11 annual report on the academic progress of English language learners in the Miami-Dade County Public Schools. The purpose of the report is to: (1) Describe the demographic characteristics of students classified as English Language Learners (ELL) in the Miami-Dade County Public Schools (M-DCPS); (2) Provide data regarding ELL…

  1. Using Sentence Frames to Develop Academic Vocabulary for English Learners

    ERIC Educational Resources Information Center

    Donnelly, Whitney Bray; Roe, Christopher J.

    2010-01-01

    Often, English-language development (ELD) is taught during a dedicated time of the school day. There is often a mismatch between the content of ELD and the lessons taught during core instruction provided during the remainder of the day. During core instruction, teachers use specially designed academic instruction in English strategies to ensure…

  2. A Psychometric Measurement Model for Adult English Language Learners: Pearson Test of English Academic

    ERIC Educational Resources Information Center

    Pae, Hye K.

    2012-01-01

    The aim of this study was to apply Rasch modeling to an examination of the psychometric properties of the "Pearson Test of English Academic" (PTE Academic). Analyzed were 140 test-takers' scores derived from the PTE Academic database. The mean age of the participants was 26.45 (SD = 5.82), ranging from 17 to 46. Conformity of the participants'…

  3. Writing abilities longitudinally predict academic outcomes of adolescents with ADHD.

    PubMed

    Molitor, Stephen J; Langberg, Joshua M; Bourchtein, Elizaveta; Eddy, Laura D; Dvorsky, Melissa R; Evans, Steven W

    2016-09-01

    Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear whether written expression abilities uniquely contribute to the academic functioning of students with ADHD. The current study included a sample of 104 middle school students diagnosed with ADHD (Grades 6-8). Participants were followed longitudinally to evaluate whether written expression abilities at baseline predicted student grade point average (GPA) and parent ratings of academic impairment 18 months later, after controlling for reading ability and additional relevant covariates. Written expression abilities longitudinally predicted both academic outcomes above and beyond ADHD and oppositional defiant disorder symptoms, medication use, reading ability, and baseline values of GPA and parent-rated academic impairment. Follow-up analyses revealed that no single aspect of written expression was demonstrably more impactful on academic outcomes than the others, suggesting that writing as an entire process should be the focus of intervention. (PsycINFO Database Record

  4. Web 2.0 Tools and Academic Literacy Development in a US Urban School: A Case Study of a Second-Grade English Language Learner

    ERIC Educational Resources Information Center

    Shin, Dong-shin

    2014-01-01

    This study explores a second-grade English language learner's literacy development and ability to use blogging for social and academic purposes, in the context of learning academic writing genres in a US urban school. Grounded in sociocultural theories, it conceptualizes learning as appropriation, and language as a dynamic and functional system of…

  5. Academic Motivations of Pre-Service English Language Teachers

    ERIC Educational Resources Information Center

    Ariogul, Sibel

    2009-01-01

    This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…

  6. An Action Research on Improving Non-English Majors' English Writing by "Basic Sentence Pattern Translation Drills"

    ERIC Educational Resources Information Center

    He, Xiaoyu

    2016-01-01

    English writing plays an indispensible part in EFL (English as a Foreign Language) learning for Chinese students, which accounts for a high score in an English test in China. And it is also a comprehensive reflection of students' abilities in L2 application. However, most non-English majors in vocational and technical colleges have great trouble…

  7. How Can the Use of Blog Software Facilitate the Writing Process of English Language Learners?

    ERIC Educational Resources Information Center

    Arslan, Recep S.; Sahin-Kizil, Aysel

    2010-01-01

    Blog use may offer instructors a helpful tool for teaching writing at the tertiary level in Teaching English as a Foreign Language (TEFL) classrooms. This article reports on a quasi-experimental study regarding the effect of blog-centered writing instruction on students' writing performance. Fifty intermediate English students at a Turkish…

  8. Writing Purposefully in Art and Design: Responding to Converging and Diverging New Academic Literacies

    ERIC Educational Resources Information Center

    Melles, Gavin; Lockheart, Julia

    2012-01-01

    In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with…

  9. An Investigation of Academic Writing in Secondary Schools to Inform the Development of Diagnostic Classroom Assessments

    ERIC Educational Resources Information Center

    Llosa, Lorena; Beck, Sarah W.; Zhao, Cecilia Guanfang

    2011-01-01

    Despite the high stakes attached to students' performance on assessments of academic writing, we still know little about the challenges students face when composing in academic contexts. To begin to address this problem, two studies were designed with the following aims: to identify and describe the most prevalent types of academic writing at the…

  10. The Third Language of Academic English

    ERIC Educational Resources Information Center

    Zwiers, Jeff

    2005-01-01

    Academic language is the linguistic glue that holds the tasks, texts, and tests of school together. If students can't use this glue well, their academic work is likely to fall apart. According to the author of this article, "academic language" is defined as the set of words and phrases that (1) describe content-area knowledge and procedures; (2)…

  11. The Technical Adequacy of Curriculum-Based Writing Measures with English Learners

    ERIC Educational Resources Information Center

    Campbell, Heather; Espin, Christine A.; McMaster, Kristen

    2013-01-01

    The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7…

  12. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading

    PubMed Central

    Cao, Fan; Perfetti, Charles A.

    2016-01-01

    Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level. PMID:27992505

  13. Doing Academic Writing in Education: Connecting the Personal and the Professional

    ERIC Educational Resources Information Center

    Richards, Janet C.; Miller, Sharon K.

    2005-01-01

    This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to…

  14. Writing Groups, Change and Academic Identity: Research Development as Local Practice.

    ERIC Educational Resources Information Center

    Lee, Alison; Boud, David

    2003-01-01

    Examines the use of writing groups as a strategy for research development, asserting that writing is best considered a starting point of the research process and that fostering academic writing is a useful place to do research development work. The article describes the use of various writing groups over 3 years, exploring the responses of leaders…

  15. A Paragraph-First Approach to the Teaching of Academic Writing

    ERIC Educational Resources Information Center

    Gugin, David

    2014-01-01

    The teaching of writing, and the teaching of developmental and ESL/EFL writing in particular, has historically given priority to the sentence, often in theory and almost always in practice. The writing approach modeled here simply argues that the paragraph should be given primacy of place in ESL/EFL academic writing instruction. The…

  16. [Analysis of irregularities in writing English and Serbian professional papers].

    PubMed

    Kernican, Leotina; Mićić, Sofija

    2008-01-01

    There are many peculiarities and indecisions in the English and Serbian language. One of the crucial is doubtless a translation from Serbian into English. On the other hand, by analysing professional papers of English native speakers, a tendency of greater conciseness is shown. Thus a better knowledge of etymological structure and modern formal style in both languages is essential. Accordingly, it is of utmost importance to pay a special attention to appropriate collocations, text summarizing and various possible mistakes ranging from wrong spelling and improper use of some abbreviations of conventional titles to incorrect capitalization, hyphenated words, etc. Language is certainly a vivid unique style of each personality, even in professional formal writing, but, by using it, we naturally enrich the expression and quality of the language as a whole.

  17. Promoting critical thinking and academic writing skills in nurse education.

    PubMed

    Borglin, Gunilla

    2012-07-01

    Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.

  18. Writing, Ideology, and Politics: Orwell's "Politics and the English Language" and English Composition.

    ERIC Educational Resources Information Center

    Freedman, Carl

    1981-01-01

    Analyzes George Orwell's 1946 essay, "Politics and the English Language," to develop an argument about compositional pedagogy and the nature of writing itself. Points out the dangers of promulgating only the "plain style" of language usage and the paradoxical advantages of combining classical rhetoric with radical politics. (RL)

  19. Enhancing the mission of academic surgery by promoting scientific writing skills.

    PubMed

    Derish, Pamela A; Maa, John; Ascher, Nancy L; Harris, Hobart W

    2007-06-15

    Writing and publishing are key to career development and academic success for surgeons who have less time than ever to devote to these activities. To improve the scientific writing skills of its faculty and trainees and to help them complete their manuscripts and grant proposals more quickly, the Department of Surgery at the University of California, San Francisco (UCSF) established a service dedicated to scientific writing and editing. Through coursework in scientific writing, individual writing consultations, and editorial review, the service helps academic surgeons with the difficult tasks of writing and publishing their research and seeking extramural funding. The service has rapidly become a successful adjunct to the academic mission of the UCSF Department of Surgery and could offer a model for other academic surgery departments to increase scientific productivity and advance the academic surgical mission.

  20. Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats

    PubMed Central

    Bosnic-Anticevich, Sinthia; Schneider, Carl R.; Smith, Lorraine

    2017-01-01

    Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education. PMID:28289298

  1. Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats.

    PubMed

    Tsingos-Lucas, Cherie; Bosnic-Anticevich, Sinthia; Schneider, Carl R; Smith, Lorraine

    2017-02-25

    Objectives. To investigate whether reflective-writing skills are associated with academic success. Methods. Two hundred sixty-four students enrolled in a pharmacy practice course completed reflective statements. Regression procedures were conducted to determine whether reflective-writing skills were associated with academic success in different assessment formats: written, oral, and video tasks. Results. Reflective-writing skills were found to be a predictor of academic performance in some formats of assessment: written examination; oral assessment task and overall score for the Unit of Study (UoS). Reflective writing skills were not found to predict academic success in the video assessment task. Conclusions. Possessing good reflective-writing skills was associated with improved academic performance. Further research is recommended investigating the impact of reflective skill development on academic performance measures in other health education.

  2. The Write Stuff

    ERIC Educational Resources Information Center

    Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina

    2016-01-01

    Expectations for high-level academic writing, especially in the Common Core era, have never been higher. Middle school and high school students are being asked to do close readings of complex texts and then respond in writing using academic discourse. This is a challenging task for many students, but perhaps none as great as for English language…

  3. Academic skills: a concise guide to grant writing.

    PubMed

    Urrutia, Raul

    2007-01-01

    We are pleased to offer another brief article for our series on Academic Skills. This series aims at providing short, concrete, and practical tips on how to conduct and improve your life in academia. Whether beginner or fully trained investigator, we share the same challenges in succeeding in our professions, challenges which schooling never prepared us for. Perhaps grant writing, the subject of this article, is the most mysterious, fear-provoking and misunderstood type of skill needed in our careers. In fact, for these reasons, some people have never dared adventure into grant writing. Yet, this activity is not only essential for running our research but also for other numerous purposes including training people, buying equipment, getting a job, and being granted tenure. The tips provided here are widely applicable if you are interested in writing a grant, regardless of your country of origin. Therefore, it is my hope that these tips increase your chances of success in grantmanship along with the satisfaction that may come from achieving all the goals that these funding aids make possible.

  4. Multi-Draft Composing: An Iterative Model for Academic Argument Writing

    ERIC Educational Resources Information Center

    Eckstein, Grant; Chariton, Jessica; McCollum, Robb Mark

    2011-01-01

    Post-secondary writing teachers in composition and English as a second language (ESL) writing programs are likely familiar with multi-draft composing. Both composition and ESL writing programs share nearly identical multi-draft models despite the very unique and different cultures of each group. We argue that multi-draft composing as it is…

  5. Impact of English Proficiency on Academic Performance of International Students

    ERIC Educational Resources Information Center

    Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson

    2015-01-01

    Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

  6. Building English Language Learners' Academic Vocabulary: Strategies and Tips

    ERIC Educational Resources Information Center

    Sibold, Claire

    2011-01-01

    According to Beck, McKeown, and Kucan's Three Tier Model (2002), when it comes to language instruction the distinction between academic vocabulary words and content specific words has a significant bearing on the language success of English language learners (ELLs). In this article, the author describes strategies that give teachers and parents…

  7. English Language Learner Academic Engagement and Instructional Grouping Configurations

    ERIC Educational Resources Information Center

    Brooks, Katie; Thurston, Linda P.

    2010-01-01

    This study used an ecobehavioral approach to investigate the conditional probability that English language learning (ELL) students would engage in academic tasks in urban middle school content area classrooms within different instructional grouping configurations. These configurations included whole class, small group, one-to-one, and individual…

  8. Developing Academic Language in English Language Learners through Sheltered Instruction

    ERIC Educational Resources Information Center

    Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed

    2012-01-01

    This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…

  9. Creating an Oasis: Some Insights into the Practice and Theory of a Successful Academic Writing Group

    ERIC Educational Resources Information Center

    Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.

    2015-01-01

    Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing…

  10. Designing ICT-Enhanced Language Programmes: Academic Writing for Postgraduate Studies

    ERIC Educational Resources Information Center

    Stepanek, Libor; Hradilova, Alena

    2013-01-01

    This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative…

  11. Supplementary Materials for Academically Gifted English Students.

    ERIC Educational Resources Information Center

    Brown, Jean E.

    1982-01-01

    A list of 26 periodicals for use as supplementary instruction for gifted English students presents information on title, frequency of publication, and on publisher (along with a brief annotation) for publications in six categories: literary anthology; cultural and historical heritage; humor; literary criticism; literary, political, and social…

  12. Student's Perceptions of Online Academic English Tutoring

    ERIC Educational Resources Information Center

    Cheng, Hsiao-fang

    2015-01-01

    English textbooks are widely used in every discipline in the majority of colleges and universities in Taiwan. To prepare college students for their future careers, it is necessary they be given systematic training and practice in reading these books. However, due to time constraints, most content teachers focus on the delivery of content rather…

  13. The Consequences of Integrating Faith into Academic Writing: Casuistic Stretching and Biblical Citation

    ERIC Educational Resources Information Center

    Ringer, Jeffrey M.

    2013-01-01

    This essay considers how a male evangelical Christian in a first-year writing (FYW) course at a state university negotiates his identity in his academic writing for a non-Christian audience. It focuses on how "Austin" casuistically stretches a biblical text to accommodate his audience's pluralistic perspective. Austin's writing thus provides a…

  14. Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

    ERIC Educational Resources Information Center

    Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica

    2013-01-01

    Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…

  15. Fear of the Blank Page: Teaching Academic and Professional Writing in Social Work

    ERIC Educational Resources Information Center

    Schuldberg, Jean; Cavanaugh, Lorie; Aguilar, Gabriel; Cammack, Jessica; Diaz, Timmie; Flournoy, Noble, Jr.; Taylor, Kimberly; Olson, Sarah Nicole; Sampson, Christine

    2007-01-01

    A qualitative study of a pilot writing course for baccalaureate social work (BSW) students evaluated the process and development of students' academic and professional writing. The course provided students the opportunity to build writing skills, develop a professional paper, and present at a national social work conference. Students and…

  16. Exploring the Roles of Google.doc and Peer e-Tutors in English Writing

    ERIC Educational Resources Information Center

    Lin, Wen-Chuan; Yang, Shu Ching

    2013-01-01

    This study explored college students' experiences with and perceptions of integrating both the Google.doc and peer e-tutors into an English writing course. This socio-cultural study employed online collaborative learning mechanisms with an attempt to develop students' English writing skills and motivation over the course of one year. Participants…

  17. Online Features of Qzone Weblog for Critical Peer Feedback to Facilitate Business English Writing

    ERIC Educational Resources Information Center

    Gao, Xianwei; Samuel, Moses; Asmawi, Adelina

    2016-01-01

    Qzone weblog is one of the most popular weblogs in China. This study explores Qzone weblog for critical peer feedback to facilitate Business English writing among the Chinese undergraduates. A qualitative case study is conducted by NVivo 8 to analyze the three research data of semistructured interviews, Business English writing assignments, and…

  18. The Impact on Writing Achievement of Two Bilingual Education Models for English Language Learners

    ERIC Educational Resources Information Center

    Valdez, Angela L.

    2012-01-01

    The number of English language learners (ELLs) within the school system in one Western U.S. state continues to rise; writing scores of ELLs lag well behind those of their English speaking peers. The purpose of this ex post facto quantitative causal comparative study was to examine the writing achievement of fourth grade ELLs instructed within a…

  19. The Influence of Process Approach on English as Second Language Students' Performances in Essay Writing

    ERIC Educational Resources Information Center

    Akinwamide, Timothy Kolade

    2012-01-01

    This study examined the influence of Process Approach on English as second language Students' performances in essay writing. The purpose was to determine how far this current global approach could be of assistance to the writing skill development of these bilingual speakers of English language. The study employed the pre-test post-test control…

  20. Uncovering the Motivating Factors behind Writing in English in en EFL Context

    ERIC Educational Resources Information Center

    Büyükyavuz, Oya; Çakir, Ismail

    2014-01-01

    Writing in a language, whether the target or native, is regarded as a complex activity operating on multiple cognitive levels. This study aimed to uncover the factors which motivate teacher trainees of English to write in English in an EFL context. The study also investigated the differences in the ways teacher trainees are motivated in terms of…

  1. A Study on Critical Thinking Assessment System of College English Writing

    ERIC Educational Resources Information Center

    Dong, Tian; Yue, Lu

    2015-01-01

    This research attempts to discuss the validity of introducing the evaluation of students' critical thinking skills (CTS) into the assessment system of college English writing through an empirical study. In this paper, 30 College English Test Band 4 (CET-4) writing samples were collected and analyzed. Students' CTS and the final scores of collected…

  2. The Crucial Point in Time Where Thai Students Are Introduced English Language Writing

    ERIC Educational Resources Information Center

    Dueraman, Bayatee

    2015-01-01

    There have been interests in finding appropriate ways in which students learn to write in English as a second or foreign language (ESL/EFL). Educators should be aware that ESL/EFL learners are less privileged in terms of exposure to the target language when compared to their English native speaker counterparts. Ironically, writing instructions to…

  3. A Case Study of Using Facebook in an EFL English Writing Class: The Perspective of a Writing Teacher

    ERIC Educational Resources Information Center

    Yu, Li-Tang

    2014-01-01

    The purpose of this study was to address a writing teacher's perspective about integrating Facebook, a social networking site, into a university-level English writing course in Taiwan. Data, including interviews with the teacher and class postings on Facebook, were analyzed inductively, qualitatively, and interpretively, resulting in three…

  4. Valid assessment of writing and access to academic discourse.

    PubMed

    Albertini, J; Bochner, J; Dowaliby, F; Henderson, J

    1997-01-01

    One way to improve students' access to and retention in post-secondary degree progams is to assess their readiness for such programs accurately. To place deaf and hard-of-hearing students in preparatory courses and to determine their readiness for degree programs more accurately, a direct measure of writing was developed for deaf and hard-of-hearing students at a large technical university. The purpose of this study was to estimate the concurrent and predictive validity of this measure. The Test of Written English (Educational Testing Service, 1992) served as the criterion in the concurrent validity study, and student success in the university's gateway freshman composition course served as the criterion in the predictive validity study. Results provide evidence of the concurrent and predictive validity of the measure, supporting its use for course placement and early planning purposes.

  5. Academic reflective writing: a study to examine its usefulness.

    PubMed

    Bowman, Marion; Addyman, Berni

    Reflection is widely regarded as important for learning from practice in Nursing. Academic reflective writing (ARW) is increasingly being used to assess reflective practice. However, there is currently scant literature on ARW, which is extremely complex, requiring students to link their own experiences to published literature. There are also concerns in the literature about the validity of ARW as a medium of assessment. In this paper, an exploratory discussion on ARW is illustrated with reference to the views of 8 self-selected students on a course for post-registered nurses. These students found ARW extremely challenging, and highlighted a range of difficulties associated with it. In conclusion, it is argued that the student experience of ARW warrants further investigation. In addition, it is suggested that either scaffolding should be put in place to facilitate the production of successful ARW, or alternatives should be explored.

  6. Writing for publication: adapting academic work into articles.

    PubMed

    Heyman, Bob; Cronin, Patricia

    This article discusses how to transform material worthy of dissemination into a form that leads to successful publication. It focuses on publication of systematic and literature reviews, empirical studies and conceptual analyses undertaken as part of a course of academic study. An increasing number of nurses and midwives are undertaking healthcare-related courses at BSc, MSc, MPhil and PhD level. Many of their theses are ultimately left to gather dust on library shelves, and are only read by examiners. The authors have worked with many novice writers whose attempts to write up their theses have been unsuccessful for a number of reasons. These are explored in this article. Suggestions for avoiding the many pitfalls that can prevent publication are offered.

  7. A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

    ERIC Educational Resources Information Center

    Hayati, Noor

    2015-01-01

    This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…

  8. Process and Portfolios in Writing Instruction. Classroom Practices in Teaching English, Vol. 26.

    ERIC Educational Resources Information Center

    Gill, Kent, Ed.

    In this collection, English language arts teachers describe methods they use to increase their students' interest in and appreciation of writing. The book focuses on the benefits of using portfolios in assessing student writing and incorporation of the revision process into writing. The 16 essays drawn from the elementary, secondary, and, college…

  9. Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students' Writing

    ERIC Educational Resources Information Center

    Cooks, Jamal; Sunseri, Anita

    2014-01-01

    Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs' writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use…

  10. Investigation and Analysis of Current Writing Teaching Mode among English Majors in Normal Universities in China

    ERIC Educational Resources Information Center

    Zeng, Hang-li

    2010-01-01

    This paper has made an investigation on the current writing teaching mode among English majors in normal universities in China, by means of questionnaire, interview and class observation. The study finds out that the current writing teaching mode is not purely product approach or process approach. In fact, the two approaches to writing co-exist in…

  11. Developing a Story of Theory and Practice: Multigenre Writing in English Teacher Education

    ERIC Educational Resources Information Center

    Rush, Leslie S.

    2009-01-01

    This article presents a study exploring preservice teachers' experiences with multigenre writing in a secondary English methods course. In multigenre writing (Romano, 2000), students write about their research in a variety of genres as an alternative to the traditional research paper, presenting exposition in narrative forms. Preservice teachers…

  12. Integrated Reading and Writing: A Case of Korean English Language Learners

    ERIC Educational Resources Information Center

    Cho, Hyonsuk; Brutt-Griffler, Janina

    2015-01-01

    This study reports Korean English language learners' perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher's challenges faced during the instruction. A total of 93 students in a…

  13. Dual Rubrics and the Process of Writing: Assessment and Best Practices in a Developmental English Course

    ERIC Educational Resources Information Center

    Pireh, Diane Flanegan

    2014-01-01

    This article presents strategies for using two types of essay-writing rubrics in a developmental English class of students transitioning into college-level writing. One checklist rubric is student-facing, designed to serve as a guide for students throughout the writing process and as a self-assessment tool. The other checklist rubric is…

  14. Success with academic English: reflections of deaf college students.

    PubMed

    Toscano, Rose Marie; McKee, Barbara; Lepoutre, Dominique

    2002-03-01

    The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image.

  15. Inadequacy in the Writing of Academics: A Preliminary Search for Remedies.

    ERIC Educational Resources Information Center

    Harley, John K.

    The characteristics of academic writing are examined in this paper, and some remedies are suggested for correcting the "language deformities" that many academic writers persist in creating. Three categories of error to which academic writers are apt to be susceptible are discussed. The first category covers errors that are shortcomings…

  16. Student Writing as "Academic Literacies": Drawing on Bakhtin To Move from "Critique" to "Design."

    ERIC Educational Resources Information Center

    Lillis, Theresa

    2003-01-01

    Draws on Bakhtin's work on dialogism and research with a group of non-traditional student writers and their specific experiences of academic writing within a number of academic disciplines. Maps out different levels of dialogism in Bahktin's work and illustrates the way these are and are not to be the center of an academic literacies stance.…

  17. Challenges Face Arab Students in Writing Well-Developed Paragraphs in English

    ERIC Educational Resources Information Center

    Rass, Ruwaida Abu

    2015-01-01

    This study aimed to investigate problems facing Palestinian Arab students from Israel who are majoring in teaching English as a Foreign Language (EFL) in developing well-written paragraphs in English. They usually transfer the stylistic features of their first language, Arabic to the target language, English. For example, they tend to write long…

  18. Pen Pal Writing: A Holistic and Socio-Cultural Approach to Adult English Literacy

    ERIC Educational Resources Information Center

    Larrotta, Clarena; Serrano, Arlene F.

    2012-01-01

    This qualitative study reports the findings implementing a pen pal letter exchange project between adult English language learners and volunteer native English speakers. The pen pal project was implemented using a holistic and socio-cultural approach to English literacy development. This article presents pen pal writing as an authentic language…

  19. Application of English Cohesion Theory in the Teaching of Writing to Chinese Graduate Students

    ERIC Educational Resources Information Center

    Xin-hong, Zhou

    2007-01-01

    The English cohesion theory proposed by Halliday and Hasan makes great contributions to the understanding of the coherence and cohesion of the English texts. It should be applicable in the teaching of English writing so as to improve the cohesion in the students' compositions. The present paper describes a practice of this order among non-major…

  20. Technical Writing in English Renaissance Shipwrightery: Breaching the Shoals of Orality

    ERIC Educational Resources Information Center

    Tebeaux, Elizabeth

    2008-01-01

    Describing the emergence of the first shipbuilding texts, particularly those in English provides another chapter in the story of the emergence of English technical writing. Shipwrightery texts did not appear in English until the middle decades of the seventeenth century because shipwrightery was a closed discourse community which shared knowledge…

  1. The Reliability and Validity of Peer Review of Writing in High School AP English Classes

    ERIC Educational Resources Information Center

    Schunn, Christian; Godley, Amanda; DeMartino, Sara

    2016-01-01

    One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced…

  2. [Effective English writing for tables and figures in andrological papers].

    PubMed

    Luo, Yong-He; Lu, Jin-Chun

    2012-08-01

    Tables and figures play a critical role in enhancing the quality of an andrological paper. As visual elements, well-presented tables and figures can reduce the length of the manuscript and meanwhile efficiently capture a large amount of information by clear and concise display of detailed results and complex relationships, patterns and trends, offer explicit statistical or graphical support to important ideas, and add to the value of the whole paper. The effectiveness of a table or figure lies not only in its well-crafted structural design, but even more in its language presentation. This article presents some essential and practical guidelines to effective English writing of the title, body and footnotes of tables and figures in andrological papers.

  3. Western Rhetoric and Plagiarism: Gatekeeping for an English-Only International Academia.

    ERIC Educational Resources Information Center

    Prochaska, Eric

    2001-01-01

    Explains that as a modern Western concept, the notion of plagiarism is now being used as a gate-keeping device, employed chiefly against non-English writing academics. Notes that international scholars are required to write in English and that access to English creates an academic elite who may master the rhetorical patterns of English. Discusses…

  4. A Review of the Literature on Teaching Academic English to English Language Learners

    ERIC Educational Resources Information Center

    DiCerbo, Patricia A.; Anstrom, Kristina A.; Baker, Lottie L.; Rivera, Charlene

    2014-01-01

    Academic English (AE) refers to the language used in school to help students acquire and use knowledge. This article reviews current literature to determine what is known about the nature of AE within the context of K-12 schooling. It describes how AE is conceptualized in the education research literature, how these conceptualizations are realized…

  5. Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

    ERIC Educational Resources Information Center

    August, Diane; Artzi, Lauren; Barr, Christopher

    2016-01-01

    The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

  6. Evidence That International Undergraduates Can Succeed Academically Despite Struggling with English

    ERIC Educational Resources Information Center

    Fass-Holmes, Barry; Vaughn, Allison A.

    2015-01-01

    Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency's potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English.…

  7. The Academic English Language Needs of Industrial Design Students in UiTM Kedah, Malaysia

    ERIC Educational Resources Information Center

    Adzmi, Nor Aslah; Bidin, Samsiah; Ibrahim, Syazliyati; Jusoff, Kamaruzaman

    2009-01-01

    The purpose of this study was to analyse the academic English language lacks and needs of Industrial Design students in Universiti Teknologi MARA Kedah (UiTM). It highlights the lacks and needs for English for Academic Purposes in helping the students to succeed in the program through the usage of English language. The research tools used were in…

  8. Integrating Reading and Writing through Extensive Reading

    ERIC Educational Resources Information Center

    Park, Jeongyeon

    2016-01-01

    This study explores whether an extensive reading (ER) approach can enhance L2 learners' writing performance in an English for Academic Purposes context. Two classes were compared in terms of writing improvement after one semester: a 'traditional' writing class primarily focused on writing practice and grammar instruction, and an ER class in which…

  9. Effects of Bilingual Instruction on English Academic Achievement of LEP Students.

    ERIC Educational Resources Information Center

    Burnham-Massey, Laurie; Pina, Marilyn

    1990-01-01

    Examines the effects of bilingual instruction on English academic achievement of limited English proficient (LEP) students. Finds that bilingual education is an effective instructional program for LEP students. (MG)

  10. The Correlates of Academic Performance for English Learner Students in a New England District

    ERIC Educational Resources Information Center

    Parker, Caroline; O'Dwyer, Laura; Irwin, Clare

    2016-01-01

    English learner students are one of the fastest growing subgroups in America's schools, and gaps between English learner students and their native English-speaking peers in academic outcomes remain large in most districts and states. This study examines data for all English learner students in grades K-12 in the study district who took the…

  11. Academic Literacy: The Importance and Impact of Writing across the Curriculum--A Case Study

    ERIC Educational Resources Information Center

    Defazio, Joseph; Jones, Josette; Tennant, Felisa; Hook, Sara Anne

    2010-01-01

    The paper provides case studies of how four faculty members who teach in undergraduate and graduate programs at the Indiana University School of Informatics promote academic literacy throughout the curriculum. The paper describes the writing assignments in several courses, the objectives of these assignments in enhancing the writing skills of…

  12. Beyond the Academic Essay: Discipline-Specific Writing in Nursing and Midwifery

    ERIC Educational Resources Information Center

    Gimenez, Julio

    2008-01-01

    Although academic writing in higher education has been the focus of research efforts for more than two decades, the specific writing experiences, needs and difficulties of undergraduate nursing and midwifery students have remained largely under-researched. This article reports on a project that investigated the nature and dynamics of academic…

  13. Academic Writing in the Business School: The Genre of the Business Case Report

    ERIC Educational Resources Information Center

    Nathan, Philip

    2013-01-01

    The writing of business case reports is a common requirement for students on academic business programmes and presents significant challenges for both native and non-native speaker students. In order to support the development of pedagogical practice in the teaching of case report writing, this paper reports a genre-based study of a corpus of 53…

  14. Deliberate False Provisions: The Use and Usefulness of Models in Learning Academic Writing

    ERIC Educational Resources Information Center

    Macbeth, Karen P.

    2010-01-01

    Although models have been a mainstay of academic writing pedagogy for centuries, a recurrent critique has been that they control or limit student writing and misrepresent the affairs they claim to model. These insufficiencies notwithstanding, models are ubiquitous in the ordinary, practical world, and their usefulness to novices can easily go…

  15. Reconsiderations: We Got the Wrong Gal--Rethinking the "Bad" Academic Writing of Judith Butler

    ERIC Educational Resources Information Center

    Birkenstein, Cathy

    2010-01-01

    It is hard to think of a writer whose work has been more prominently upheld as an example of bad academic writing than the philosopher and literary theorist Judith Butler. In 1998, Butler was awarded first prize in the annual Bad Writing Contest established by the journal "Philosophy and Literature," and early in 1999, was lampooned in an…

  16. "By-Products": The Added Value of Academic Writing Instruction for Higher Education

    ERIC Educational Resources Information Center

    Perpignan, Hadara; Rubin, Bella; Katznelson, Helen

    2007-01-01

    We previously defined the "by-products" of academic writing instruction as "affective and social changes perceived by students, "along with" changes in their writing, reflected in interpersonal and intrapersonal behaviors carried over into other spheres of their lives" [Katznelson, Perpignan, & Rubin, 2001. What…

  17. Academic Literacies and E-Learning: A Critical Approach to Writing in the Online University

    ERIC Educational Resources Information Center

    Goodfellow, Robin

    2005-01-01

    This paper adopts an academic literacies perspective to argue for a critical approach to the writing practices of the online university classroom. It describes an on-going action research project in an online Masters in Online and Distance Education (MAODE) programme at the UK Open University, which aims to create an online writing resource to…

  18. Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings

    ERIC Educational Resources Information Center

    Peterson-Karlan, George R.

    2011-01-01

    The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…

  19. Voice in Academic Writing: The Rhetorical Construction of Author Identity in Blind Manuscript Review

    ERIC Educational Resources Information Center

    Matsuda, Paul Kei; Tardy, Christine M.

    2007-01-01

    Some researchers have argued that voice is irrelevant to academic writing and that the importance of voice has been overstated in the professional literature [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: an empirical study with pedagogical implications.…

  20. Open and Anonymous Peer Review in a Digital Online Environment Compared in Academic Writing Context

    ERIC Educational Resources Information Center

    Razi, Salim

    2016-01-01

    This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers…

  1. The Rhetoric of Space in the Design of Academic Writing Locations

    ERIC Educational Resources Information Center

    Bemer, Amanda Nicole Metz

    2010-01-01

    This dissertation explores the rhetoric of space as it relates to academic computer writing locations--specifically, computer labs, computer classrooms, and writing centers. Using observation, surveys, interviews, and textual analysis, the author discusses seven rhetorical principles of design for these spaces, including designing for specific…

  2. Writing as Design: Enabling Access to Academic Discourse in a Multimodal Environment

    ERIC Educational Resources Information Center

    Archer, A.

    2012-01-01

    This article builds on and contributes to work in writing pedagogy, with a particular focus on multimodality. Research on writing and academic literacies have examined changing texts in higher education, yet there has not been a particular emphasis on how these texts are reconfigured in the multimodal moment. This article examines the implications…

  3. Examining Nontraditional Graduate Students' Academic Writing Experiences in an Accelerated Adult Program

    ERIC Educational Resources Information Center

    Crite, Charles E., Jr.

    2013-01-01

    The academic writing competencies of nontraditional graduate students enrolled in accelerated graduate programs have become a growing concern for many higher learning educators in those programs. The purpose of this nonexperimental quantitative study was to examine the writing experiences that impacted nontraditional graduate students enrolled in…

  4. The Space Between: Pedagogic Collaboration between a Writing Centre and an Academic Department

    ERIC Educational Resources Information Center

    Mckay, Tracey Morton; Simpson, Zachary

    2013-01-01

    The expectations placed on students with respect to appropriate academic writing may hinder successful participation in Higher Education. Full participation is further complicated by the fact that each discipline within the University constitutes its own community of practice, with its own set of literacy practices. While Writing Centres aim to…

  5. Good and Original: Plagiarism and Patchwriting in Academic Second-Language Writing

    ERIC Educational Resources Information Center

    Pecorari, Diane

    2003-01-01

    Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This article reports a study of the writing of 17 postgraduate students. Source reports in the student-generated texts were compared to the original sources in…

  6. Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

    ERIC Educational Resources Information Center

    Solikhah, Imroatus

    2015-01-01

    This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

  7. Using Collaboration between English and Biology to Teach Scientific Writing and Communication

    ERIC Educational Resources Information Center

    Colton, Jared Sterling; Surasinghe, Thilina Dilan

    2014-01-01

    Writing has an important role in science education and practice. Emphasizing the interdisciplinary collaboration between English rhetoric studies and biology, seemingly disparate disciplines, we describe a model for a scientific writing and communication course. The goals of the course were to prepare students for science-oriented careers, as well…

  8. The Effects of Korean Learners' Online Experiences on Their English Writing

    ERIC Educational Resources Information Center

    Park, Chanho; Cho, Sookyung

    2014-01-01

    This study aims to examine the effects of the online writing experiences of English as a foreign language (EFL) learners on their self-efficacy, attitudes, and performance in a computer-mediated writing classroom (CMC). Although the close relationship between students' computer experiences and class performance has been positively confirmed in…

  9. Integrating Feedback into Prospective English Language Teachers' Writing Process via Blogs and Portfolios

    ERIC Educational Resources Information Center

    Arslan, Recep Sahin

    2013-01-01

    The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers' writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course instructor and peers…

  10. Qzone Weblog for Critical Peer Feedback to Improve Business English Writing: A Case of Chinese Undergraduates

    ERIC Educational Resources Information Center

    Xianwei, Gao; Samuel, Moses; Asmawi, Adelina

    2016-01-01

    This study explores Qzone weblog for critical peer feedback (CPF) in Business English writing (BEW) among the Chinese undergraduates. A qualitative case study is conducted by Nvivo 8 to analyze the three research data of semi-structured interviews, BEW writing assignments, and CPF artifacts on Qzone weblog. Three research questions are focused to…

  11. Teaching Writing to Students with Learning Difficulties in Inclusive English Classrooms: Lessons from an Exemplary Teacher

    ERIC Educational Resources Information Center

    van Kraayenoord, Christina E.; Miller, Robyn; Moni, Karen B.; Jobling, Anne

    2009-01-01

    This article reports on a case study of an exemplary teacher who was a participant in a professional learning project, WriteIdeas. The teacher provided instructional support in writing to a targeted student with learning difficulties in an inclusive Year 8 English classroom. Analytical frameworks were developed and applied to the data that had…

  12. Use of Blog to Improve English Writing in the Chinese Tertiary EFL Classrooms

    ERIC Educational Resources Information Center

    Shen, Qi-yuan

    2013-01-01

    According to the constructivism learning theory, blog may act as a useful tool for improving writing capability. For this purpose, the present article attempts to explore the potential of blog for improving English writing in the Chinese tertiary EFL classrooms. A quasi-experimental study was conducted in a Chinese university to compare the…

  13. Composition Medium Comparability in a Direct Writing Assessment of Non-Native English Speakers

    ERIC Educational Resources Information Center

    Wolfe, Edward W.; Manalo, Jonathan R.

    2004-01-01

    The Test of English as a Foreign Language (TOEFL) contains a direct writing assessment, and examinees are given the option of composing their responses at a computer terminal using a keyboard or composing their responses in handwriting. This study sought to determine whether performance on a direct writing assessment is comparable for examinees…

  14. Assessment for Writing Development: Trainee English Teachers' Understanding of Formative Assessment

    ERIC Educational Resources Information Center

    Keen, John

    2005-01-01

    This article considers the development in understanding of aspects of formative assessment of students' writing at Key Stage 3 (11-14 years) by a group of trainee English teachers. An "analysis and application" approach to writing development, which requires students to master categories and processes then apply them, is outlined and…

  15. An Analytic Study of the Postgraduate Students' Difficulties in Writing Abstracts in English

    ERIC Educational Resources Information Center

    Aly, Mahsoub Abdul-Sadeq

    2006-01-01

    The present study investigated the Egyptian postgraduate students' difficulties in writing abstracts in English. In order to achieve the objectives of this study, a list of criteria for writing a good and effective abstract has been developed in the light of the review of literature. Besides, a content analysis of 35 abstracts written in English…

  16. English Language Writing Anxiety among Final Year Engineering Undergraduates in University Putra Malaysia

    ERIC Educational Resources Information Center

    Min, Lau Sing; Rahmat, Nurhazlini

    2014-01-01

    Second Language Writing Anxiety (SLWA) is considered one of the most crucial factors affecting all second language learning. This study focused on a group of final year Engineering students' English Language writing anxiety (N = 93) in relation to their gender, race and MUET results. The findings showed that the male gender, Chinese and MUET band…

  17. Spanish Heritage Language Learners' Allocation of Time to Writing Processes in English and Spanish

    ERIC Educational Resources Information Center

    Mikulski, Ariana; Elola, Idoia

    2011-01-01

    This study brings together previous research on writing processes and Spanish heritage language (SHL) learners to obtain a clearer picture of these learners' writing behaviors in English and Spanish. Following a cognitive-oriented framework, the study explores planning time, execution time, monitoring time, accuracy, and fluency. Twelve SHL…

  18. Teacher and Student Perspectives on a Blended Learning Intensive English Program Writing Course

    ERIC Educational Resources Information Center

    Larsen, Lars Jacob Ege

    2012-01-01

    The use of Blended Learning (BL) in higher education has increased significantly during the past decade. This dissertation investigates the use of BL with ESL writing students in an intensive English program. The purpose was to investigate how to prepare ESL teachers to create a productive BL environment for their ESL writing students. This…

  19. Vietnamese Learners' Ability to Write English Argumentative Paragraphs: The Role of Peer Feedback Giving

    ERIC Educational Resources Information Center

    Lap, Trinh Quoc; Yen, Cao Hoang

    2013-01-01

    The nature of peer feedback and its impacts on writing in English has attracted much attention of researchers and educators. Recent studies have indicated various types of peer feedback and its positive effects on writing development. This paper presents the results of an investigation into the nature of peer feedback and its effects on learners'…

  20. Self-Regulation and Approaches to Learning in English Composition Writing

    ERIC Educational Resources Information Center

    Magno, Carlo

    2009-01-01

    It is hypothesized in the present study that when learners are tasked to write a composition in a second language (such as English language for Filipinos), they use specific approaches to learning and eventually undergo self-regulatory processes. The present study tested a model showing the shift from process to outcome in writing (Zimmerman &…

  1. Student Writing from NYC Programs in English for Speakers of Other Languages: September 11, 2001.

    ERIC Educational Resources Information Center

    Lawrence, Winston, Comp.

    This publication contains a collection of writings by New York City adult learners enrolled in English for Speakers of Other Languages programs. The writings focus on their feelings about and experiences with the World Trade Center attacks of September 11, 2001. Some of the titles include: "Why?"; "Sad Feeling"; "A Day of…

  2. Capitalising on Learner Agency and Group Work in Learning Writing in English as a Foreign Language

    ERIC Educational Resources Information Center

    Lin, Zheng

    2013-01-01

    This study investigates the roles of learner agency and group work in learning writing in English as a foreign language (EFL). Through exploratory and participatory action research, this study examines how learner agency and group work function amidst the activity system of task-based EFL writing, especially how they influence and are influenced…

  3. Reading, Writing, and Learning English in an American High School Classroom

    ERIC Educational Resources Information Center

    Gilliland, Betsy

    2015-01-01

    Commercial publishers have shaped reading and writing instruction in American schools through their interpretations of state-developed reading and writing standards and standards-aligned materials, which teachers then implement in English classes, including those serving multilingual learners. This paper uses microethnographic discourse analysis…

  4. Detecting Breakdowns in Local Coherence in the Writing of Chinese English Learners

    ERIC Educational Resources Information Center

    Wang, Y.; Harrington, M.; White, P.

    2012-01-01

    This paper introduces "CTutor", an automated writing evaluation (AWE) tool for detecting breakdowns in local coherence and reports on a study that applies it to the writing of Chinese L2 English learners. The program is based on Centering theory (CT), a theory of local coherence and salience. The principles of CT are first introduced and…

  5. What Are the Learning Approaches Applied by Undergraduate Students in English Process Writing Based on Gender?

    ERIC Educational Resources Information Center

    Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Harun, Hana Mulyani

    2015-01-01

    The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…

  6. Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

    ERIC Educational Resources Information Center

    Williams, Cheri; Pilonieta, Paola

    2012-01-01

    In this article, written primarily for early childhood educators of young children who are learning English as another language, the authors discuss the use and educational benefits of Interactive Writing, an approach to beginning writing instruction appropriate for kindergarten and first grade children.

  7. Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group

    ERIC Educational Resources Information Center

    Li, Linda Y.; Vandermensbrugghe, Joelle

    2011-01-01

    Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international…

  8. Promoting Stellar Writing: An Astronomy/English Learning Community

    NASA Astrophysics Data System (ADS)

    Dudish, Frank; Lacina, R.

    2006-12-01

    We have combined a college, freshman-level English composition class and an introductory astronomy class to form a Learning Community. We share the same students and have coordinated our assignments to have the two classes build on each other. The structure of science and the logical nature of scientific argument are used to actively engage students in critical thinking in composition. Synergistically, writing also deepens students’ appreciation of the nuances of scientific reasoning. In this presentation, we will discuss the processes of designing and implementing such a learning community, including the details of how we have coordinated the students, meeting times and assignments. We will describe how we have altered assignments to make them work together and also discuss the new assignments that have been created for these courses. We will share some of the unexpected benefits and also some of the pitfalls. We will also share our methods for promoting the Learning Community to students and discuss what choices make this Learning Community popular with students.

  9. Blogging for Academic Purposes with English Language Learners: An Online Fieldwork Initiative

    ERIC Educational Resources Information Center

    Baecher, Laura; Schieble, Melissa; Rosalia, Christine; Rorimer, Sarah

    2013-01-01

    This research investigated the use of blogs to promote collaboration between teaching English to speakers of other languages (TESOL) teacher candidates and Adolescent English teacher candidates and to sensitize them to the writing demands placed on secondary English language learners (ELLs). Blogs offered an authentic experience for teacher…

  10. A Survey on College English Writing in China: A Cultural Perspective

    ERIC Educational Resources Information Center

    Ren, Junhong; Wang, Na

    2015-01-01

    This survey investigates to what degree the Chinese learners know about the discrepancies between Chinese and English thought patterns and their possible effects on English writing. Eighty-one students from North China Electric Power University participate in the survey. Qualitative and quantities approaches, involving the adoption of both…

  11. Classroom Research: Writing Assessment in Paired and Separate History and English Classes.

    ERIC Educational Resources Information Center

    Messina, Susan; White, Diane

    In fall 1991, Solano Community College (California) undertook a study comparing the writing skills of students in an integrated course combining history and freshman English composition with students in unpaired history and English classes. Students were divided into three groups: the integrated class and two control groups, one taking history…

  12. Set in Stone or Set in Motion?: Multimodal and Digital Writing with Preservice English Teachers

    ERIC Educational Resources Information Center

    Hundley, Melanie; Holbrook, Teri

    2013-01-01

    This study examines the literacy practices of pre-service English teachers engaged in multimodal and digital composing in a writing methods course designed to support both print-based and digital and/or multimodal composition practices. By examining the struggles and resistances of pre-service English teachers as they adapted print-based writing…

  13. Teacher's Introduction to African American English, A: What a Writing Teacher Should Know

    ERIC Educational Resources Information Center

    Redd, Teresa M.; Schuster Webb, Karen

    2005-01-01

    In this book, Teresa M. Redd and Karen Schuster Webb explain not only what African American English (AAE) is, but also what role it may play in students' mastery of Standard Written English. Designed especially for writing teachers, this volume is a concise, coherent, and current source that summarizes the major schools of thought about…

  14. Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years

    ERIC Educational Resources Information Center

    Humphrey, Sally; Macnaught, Lucy

    2016-01-01

    In this article the authors report on the use of a scaffolding pedagogy (Gibbons, 2009), informed by systemic functional linguistics, to support the writing of English language learners in middle years curriculum learning. They focus on the work of one teacher and her English class across the first 18 months of a longitudinal design-based literacy…

  15. Globally Minded Text Production: Bilingual, Expository Writing of Italian Adolescents Learning English

    ERIC Educational Resources Information Center

    Danzak, Robin L.; Arfé, Barbara

    2016-01-01

    This study investigated micro- and macrostructural text features, and the impact of language-specific skills, on the bilingual, persuasive writing of 41 high school students learning English in Italy. Participants composed persuasive essays on 2 topics, each in Italian and English, and completed spelling and sentence generation tasks in both…

  16. Exploring Podcasting in English as a Foreign Language Learners' Writing Performance

    ERIC Educational Resources Information Center

    Bamanger, Ebrahim Mohammed; Alhassan, Riyadh Abdulrahman

    2015-01-01

    The purpose of the present study was to determine whether giving English as a foreign language learners podcast lectures in addition to the traditional lectures help them to enhance their English language writing, and to explore and discover useful information regarding the adoption of podcasting as a learning or training tool in order to better…

  17. A Community-Academic Partnered Grant Writing Series to Build Infrastructure for Partnered Research

    PubMed Central

    King, Keyonna M.; Pardo, Yvette-Janine; Norris, Keith C.; Diaz-Romero, Maria; Morris, D’Ann; Vassar, Stefanie D.; Brown, Arleen F.

    2016-01-01

    Grant writing is an essential skill necessary to secure financial support for community programs and research projects. Increasingly, funding opportunities for translational biomedical research require studies to engage community partners, patients, or other stakeholders in the research process to address their concerns. However, there is little evidence on strategies to prepare teams of academic and community partners to collaborate on grants. This paper presents the description and formative evaluation of a two-part community-academic partnered grant writing series designed to help community organizations and academic institutions build infrastructure for collaborative research projects using a partnered approach. The first phase of the series was a half-day workshop on grant readiness, which was open to all interested community partners. The second phase, open only to community-academic teams that met eligibility criteria, was a 12-week session that covered partnered grant writing for foundation grants and National Institutes of Health grants. Participants in both phases reported an increase in knowledge and self-efficacy for writing partnered proposals. At one year follow-up, participants in phase two had secured approximately $1.87 million in funding. This community-academic partnered grant writing series helped participants obtain proposal development skills and helped community-academic teams successfully compete for funding. PMID:26365589

  18. A Community-Academic Partnered Grant Writing Series to Build Infrastructure for Partnered Research.

    PubMed

    King, Keyonna M; Pardo, Yvette-Janine; Norris, Keith C; Diaz-Romero, Maria; Morris, D'Ann; Vassar, Stefanie D; Brown, Arleen F

    2015-10-01

    Grant writing is an essential skill necessary to secure financial support for community programs and research projects. Increasingly, funding opportunities for translational biomedical research require studies to engage community partners, patients, or other stakeholders in the research process to address their concerns. However, there is little evidence on strategies to prepare teams of academic and community partners to collaborate on grants. This paper presents the description and formative evaluation of a two-part community-academic partnered grant writing series designed to help community organizations and academic institutions build infrastructure for collaborative research projects using a partnered approach. The first phase of the series was a half-day workshop on grant readiness, which was open to all interested community partners. The second phase, open only to community-academic teams that met eligibility criteria, was a 12-week session that covered partnered grant writing for foundation grants and National Institutes of Health grants. Participants in both phases reported an increase in knowledge and self-efficacy for writing partnered proposals. At 1-year follow-up, participants in Phase 2 had secured approximately $1.87 million in funding. This community-academic partnered grant writing series helped participants obtain proposal development skills and helped community-academic teams successfully compete for funding.

  19. Professional writing in nursing education: creating an academic-community writing center.

    PubMed

    Latham, Christine L; Ahern, Nancy

    2013-11-01

    Contemporary professional nursing requires competency in both oral and written communication. Outside of writing for publication, instructional methods to teach professional writing in baccalaureate nursing programs are not well documented in the literature. The need for professional writing, coupled with the need to diversify the workforce with students from varying ethnic and educational backgrounds, creates some additional challenges to meet programmatic requirements for scholarly, evidence-based writing outcomes. As two new prelicensure programs were initiated, a comprehensive assessment was conducted that included student focus groups and writing assessment tools to assess writing quality and student support needs. As a result of these data, faculty implemented curricular and instructional revisions and created a writing center that was staffed by older adult volunteers who had careers in writing. The processes, tools, and preliminary outcomes of these faculty-initiated changes to improve student support for writing are presented.

  20. Nursing students' reading and English aptitudes and their relationship to discipline-specific formal writing ability: a descriptive correlational study.

    PubMed

    Newton, Sarah; Moore, Gary

    2010-01-01

    Formal writing assignments are commonly used in nursing education to develop students' critical thinking skills, as well as to enhance their communication abilities. However, writing apprehension is a common phenomenon among nursing students. It has been suggested that reading and English aptitudes are related to formal writing ability, yet neither the reading nor the English aptitudes of undergraduate nursing students have been described in the literature, and the relationships that reading and English aptitude have with formal writing ability have not been explored. The purpose of this descriptive correlational study was to describe writing apprehension and to assess the relationships among reading and English aptitude and discipline-specific formal writing ability among undergraduate nursing students. The study sample consisted of 146 sophomores from one baccalaureate nursing program. The results indicated that both reading and English aptitude were related to students' formal writing ability.

  1. An Investigation of the Perceptions of Students' Proficiency in Reading and Writing as Indicated by Twelfth Grade English Teachers and College English Composition Instructors

    ERIC Educational Resources Information Center

    Charbonnet, Lara King

    2013-01-01

    The purpose of this study was to examine the differences in perceptions regarding students' proficiency in reading and writing skills between 12th grade English teachers and college English Composition instructors. A purposive, nonrandom sample of 12th grade English teachers and college English Composition instructors from West Tennessee were…

  2. Writing in an Introductory Physics Lab: Correlating English Quality with Physics Content

    NASA Astrophysics Data System (ADS)

    Demaree, Dedra; Gubernatis, Cat; Hanzlik, Jessica; Franklin, Scott; Hermsen, Lisa; Aubrecht, Gordon

    2007-01-01

    Members of the Physics and English departments at The Ohio State University and Rochester Institute of Technology are involved in an ongoing study addressing issues related to writing activities in the physics classroom. In summer quarter, 2005, the introductory calculus-based physics lab students wrote essays, some sections with and some without explicit writing instruction. We found a student's essay grade for English correlated strongly with that assigned for physics. In addition, we have studied the location and type of comments made by both physics and English instructors on individual student essays, and the statements students made within their essays. The results from the analysis of our data will be presented.

  3. "This Means that...": A Linguistic Perspective of Writing and Learning in a Discipline

    ERIC Educational Resources Information Center

    Woodward-Kron, Robyn

    2009-01-01

    One broad goal for English for Academic Purposes students is to learn to write effectively so they can succeed in their chosen academic studies. The teaching of academic writing sensitive to context and texts has benefited from disciplinary based writing studies, allowing EAP teachers and their students to become better informed about the valued…

  4. Syntactic Boundaries and the Mechanics of Written Academic English: A Workshop for Teachers

    ERIC Educational Resources Information Center

    Behrens, Susan; Mercer, Cindy

    2011-01-01

    The academic demands of classroom English require students to think about language structure in ways that they are not used to. Everybody "knows" much English grammar intuitively but the academic rules themselves can be difficult to articulate. This goes for punctuation, too: errors often reflect students' lack of explicit knowledge of grammatical…

  5. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

  6. Can We Prepare Effective Writing Teachers for Academically Diverse Classrooms?

    ERIC Educational Resources Information Center

    Uyar, Yusuf

    2016-01-01

    This study examines whether preservice teachers, who provide writing instruction in native language education, are ready to teach students with different learning needs effectively. This study used a survey research design and qualitative data collection tools. An interview form and writing samples from students in the same class with different…

  7. Artful Language: Academic Writing for the Art Student

    ERIC Educational Resources Information Center

    Apps, Linda; Mamchur, Carolyn

    2009-01-01

    The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice-based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that…

  8. Embedding Academic Writing Instruction into Subject Teaching: A Case Study

    ERIC Educational Resources Information Center

    Wingate, Ursula; Andon, Nick; Cogo, Alessia

    2011-01-01

    The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an…

  9. Reading and Writing in the Academic Content Areas. Issue Brief

    ERIC Educational Resources Information Center

    Alliance for Excellent Education, 2006

    2006-01-01

    Today, less than one-third of America's high school students read or write at grade level. Literacy skills are alarmingly low even among those students who plan to go to college. Clearly, vast numbers of middle and high school students need help with their reading and writing skills. The question is: Whose job should it be to teach them? Among…

  10. An Investigation of Three Chinese Students' English Writing Strategies

    ERIC Educational Resources Information Center

    Mu, Congjun; Carrington, Suzanne

    2007-01-01

    The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic…

  11. Chinese-English biliteracy acquisition: cross-language and writing system transfer.

    PubMed

    Wang, Min; Perfetti, Charles A; Liu, Ying

    2005-08-01

    This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems-Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese and English were designed focusing on two reading processes-phonological and orthographic processing. Word reading skills in both writing systems were tested. Results revealed that Chinese onset matching skill was significantly correlated with English onset and rime matching skills. Pinyin, an alphabetic phonetic system used to assist children in learning to read Chinese characters, was highly correlated with English pseudoword reading. Furthermore, Chinese tone processing skill contributed a moderate but significant amount of variance in predicting English pseudoword reading even when English phonemic-level processing skill was taken into consideration. Orthographic processing skill in the two writing systems, on the other hand, did not predict each other's word reading. These findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills.

  12. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

    PubMed Central

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

  13. Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

    PubMed

    Wischgoll, Anke

    2016-01-01

    Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

  14. The Effect of Using Writer's Workshop Approach on Developing Basic Writing Skills (Mechanics of Writing) of Prospective Teachers of English in Egypt

    ERIC Educational Resources Information Center

    Salem, Ashraf Atta M. S.

    2013-01-01

    The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing basic writing skills of prospective teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the…

  15. Exploring Associations among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students

    ERIC Educational Resources Information Center

    Neugebauer, Sabina R.; Howard, Elizabeth R.

    2015-01-01

    The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English…

  16. Impact of Writing Proficiency and Writing Center Participation on Academic Performance

    ERIC Educational Resources Information Center

    Bielinska-Kwapisz, Agnieszka

    2015-01-01

    Purpose: Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach: This quantitative study involved 315 first-year…

  17. The Habitat Factor in ELF(A)--English as a Lingua Franca (In Academic Settings)--And English for Plurilingual Academic Purposes

    ERIC Educational Resources Information Center

    Schaller-Schwaner, Iris

    2015-01-01

    This article considers a case of local language socialization and accommodation in a multilingual community of practice: the use of English as an additional academic language for specific purposes at a bilingual Swiss university and its implications for teaching. The acronym ELF(A) is used throughout as short for English as a Lingua Franca (in…

  18. Identification of the class characteristics in the handwriting of Polish people writing in English.

    PubMed

    Turnbull, Susan J; Jones, Allison E; Allen, Mike

    2010-09-01

    An investigation was carried out to identify the class characteristics of Polish people writing in English and to specifically identify those characteristics that separate Polish handwriting from English handwriting. In the first stage, 40 Polish and 40 English handwriting samples were collected and systematically examined. In total, 31 features were identified that occurred in ≥25% of the Polish handwriting samples and therefore considered class characteristics. Of these, chi-square analyses identified 21 class characteristics that occurred significantly more in Polish compared to English handwriting. Twenty-one of the class characteristics in the Polish handwriting had similar constructions to the copybook pattern thus supporting the theory that class characteristics frequently stem from the taught writing system. In the second stage, an algorithm was developed using seventeen of the class characteristics that successfully discriminated between a further 13 Polish and 12 English handwriting samples.

  19. Corpus of High School Academic Texts (COHAT): Data-Driven, Computer Assisted Discovery in Learning Academic English

    ERIC Educational Resources Information Center

    Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

    2015-01-01

    Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…

  20. English-language acculturation predicts academic performance in nursing students who speak English as a second language.

    PubMed

    Salamonson, Yenna; Everett, Bronwyn; Koch, Jane; Andrew, Sharon; Davidson, Patricia M

    2008-02-01

    Students who speak English as a second language (ESL) face considerable challenges in English language universities, but little is known about the relationship between English-language acculturation and academic performance. A prospective, correlational design was used to validate the English Language Acculturation Scale (ELAS), a measure of the linguistic aspect of acculturation, and to determine the relationship between English-language acculturation and academic achievement among 273 first-year nursing students. Exploratory factor analyses demonstrated that the ELAS was a valid and reliable measure (alpha = .89). When ELAS scores were examined in relation to students' grades, students with the lowest ELAS scores also had the lowest mean subject grades, highlighting the need to place greater emphasis on identifying English-language acculturation among ESL students.

  1. Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children’s Writing in English as a Foreign Language

    PubMed Central

    Zhang, Juan; McBride-Chang, Catherine; Wagner, Richard K.; Chan, Shingfong

    2015-01-01

    Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children’s writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages. PMID:25729319

  2. Getting published in an academic-community hospital: the success of writing groups.

    PubMed

    Salas-Lopez, Debbie; Deitrick, Lynn; Mahady, Erica T; Moser, Kathleen; Gertner, Eric J; Sabino, Judith N

    2012-01-01

    Expressed barriers to writing for publication include lack of time, competing demands, anxiety about writing and a lack of knowledge about the submission process. These limitations can be magnified for practitioners in non-university environments in which there are fewer incentives or expectations regarding academic publication productivity. However, as members of professional disciplines, practitioners have both the responsibility and, oftentimes, the insights to make valuable contributions to the professional literature. Collaborative writing groups can be a useful intervention to overcome barriers, provide the necessary skills and encouragement as well as produce publications and conference presentations that make worthy additions to the professional body of knowledge. This article discusses the evolution and outcomes of writing groups at Lehigh Valley Health Network and describes how this strategy can be adopted by other academic community hospitals to promote professional development and publication.

  3. Measuring Attitudinal Change: A Sociolinguistic and Psycholinguistic Investigation into Perceptions of African American English and Academic English

    ERIC Educational Resources Information Center

    Latterman, Caroline Kennelly

    2013-01-01

    This experiment measured teachers' attitudes towards African American English and Academic English. Participants were graduate students of Education at a college in New York City. They completed a paper-and-pencil questionnaire that assessed their explicit attitudes towards the two varieties, as well as a Psycholinguistic Experiment that was…

  4. The Development and Validation of the "Academic Spoken English Strategies Survey (ASESS)" for Non-Native English Speaking Graduate Students

    ERIC Educational Resources Information Center

    Schroeder, Rui M.

    2016-01-01

    This study reports on the three-year development and validation of a new assessment tool--the Academic Spoken English Strategies Survey (ASESS). The questionnaire is the first of its kind to assess the listening and speaking strategy use of non-native English speaking (NNES) graduate students. A combination of sources was used to develop the…

  5. English as a World Language in Academic Writing

    ERIC Educational Resources Information Center

    Genc, Bilal; Bada, Erdogan

    2010-01-01

    Language is a phenomenon which can hardly be viewed separate from its very inherent component, culture. This component does by all means play a significant role in enabling the language to gain a global status. No doubt, some prominent issues do contribute to this process: political, economic, and military supremacy, to name but a few. This study…

  6. Hedging, Inflating, and Persuading in L2 Academic Writing

    ERIC Educational Resources Information Center

    Hinkel, Eli

    2005-01-01

    This study analyzes the types and frequencies of hedges and intensifiers employed in NS and NNS academic essays included in a corpus of L1 and L2 student academic texts (745 essays/220,747 words). The overarching goal of this investigation is to focus on these lexical and syntactic features of written discourse because they effectively lend…

  7. Pandora's Box: Academic Perceptions of Student Plagiarism in Writing

    ERIC Educational Resources Information Center

    Sutherland-Smith, Wendy

    2005-01-01

    Plagiarism is viewed by many academics as a kind of Pandora's box--the elements contained inside are too frightening to allow escape for fear of the havoc that may result. Reluctance by academic members of staff to discuss student plagiarism openly may contribute to the often untenable situations we, as teachers, face when dealing with student…

  8. Writing Abilities Longitudinally Predict Academic Outcomes of Adolescents with ADHD

    ERIC Educational Resources Information Center

    Molitor, Stephen J.; Langberg, Joshua M.; Bourchtein, Elizaveta; Eddy, Laura D.; Dvorsky, Melissa R.; Evans, Steven W.

    2016-01-01

    Students with attention-deficit/hyperactivity disorder (ADHD) often experience a host of negative academic outcomes, and deficits in reading and mathematics abilities contribute to these academic impairments. Students with ADHD may also have difficulties with written expression, but there has been minimal research in this area and it is not clear…

  9. A Guide to Writing Academic Portfolios for Radiologists.

    PubMed

    Thomas, John V; Sanyal, Rupan; O'Malley, Janis P; Singh, Satinder P; Morgan, Desiree E; Canon, Cheri L

    2016-12-01

    The academic educator's portfolio is a collection of materials that document academic performance and achievements, supplementing the curriculum vitae, in order to showcase a faculty member's most significant accomplishments. A decade ago, a survey of medical schools revealed frustration in the nonuniform methods of measuring faculty's medical education productivity. A proposed solution was the use of an academic educator's portfolio. In the academic medical community, compiling an academic portfolio is always a challenge because teaching has never been confined to the traditional classroom setting and often involves active participation of the medical student, resident, or fellow in the ongoing care of the patient. Diagnostic radiology in addition requires a knowledge base that encompasses basic sciences, imaging physics, technology, and traditional and molecular medicine. Teaching and performing research that involves this complex mix, while providing patient care that is often behind the scenes, provides unique challenges in the documentation of teaching, research, and clinical service for diagnostic radiology faculty. An academic portfolio is seen as a way to explain why relevant academic activities are significant to promotions committee members who may have backgrounds in unrelated academic areas and may not be familiar with a faculty member's work. The academic portfolio consists of teaching, research, and service portfolios. The teaching portfolio is a collection of materials that document teaching performance and documents the educator's transition to a more effective educator. A research portfolio showcases the most significant research accomplishments. The service portfolio documents service responsibilities and highlight any service excellence. All portfolios should briefly discuss the educator's philosophy, activities, methods used to implement activities, leadership, mentoring, or committee roles in these respective areas. Recognizing that academic

  10. "If I write like a scientist, then soy un cientifico": Differentiated Writing Supports and the Effects on Fourth-Grade English Proficient Students' and English Language Learners' Science Content Knowledge and Explanatory Writing About Magnetism and Electricity

    NASA Astrophysics Data System (ADS)

    Lichon, Kathryn A.

    The purpose of this pre-post quasi-experimental dissertation was to investigate the effects of differentiated writing supports on English Proficient Students' (EPSs) and English Language Learners' (ELLs) science content knowledge and explanatory writing about magnetism and electricity. Eighty-seven fourth-grade students (EPSs = 35; ELLs = 52) were randomly assigned to two groups based on two differentiated writing: guided questions ( n = 43) or targeted writing frames (n = 44). In the guided questions condition, students completed four question sets after a science investigation, and in the targeted writing frames condition, students completed the same four question sets, but with explicit support for vocabulary, transitions, and relational language in the form of if-then statements. Over the course of the four week intervention, students completed a total of nine writing tasks, and were pretested and posttested on six variables: magnetism and electricity content knowledge test, explanatory writing task, total number of words written, total number of sentences written, number of if-then statements, and number of content-based vocabulary words. Results indicate that EPSs and ELLs in both writing conditions improved significantly from pretest to posttest on six content and explanatory writing variables, with statistically significant gain scores occurring for the magnetism and electricity content knowledge test in which the targeted writing frames condition had a larger rate of gain. ANCOVA results indicated that in comparing writing conditions, a statistically significant difference was found for magnetism and electricity content knowledge posttests, when controlling for pretests. No statistically significant effects for language classification on the six variables were found when controlling for pretest scores. Interaction effects between writing condition and language classification were statistically significantly different for the interaction effect found on if

  11. Secondary School Students' English Writing Aided by Spelling and Grammar Checkers

    NASA Astrophysics Data System (ADS)

    Radi, Odette

    This paper presents phase one of a study aimed at investigating how and why secondary school students use computer tools, such as spelling and grammar checkers, to aid them in their English writing and how their patterns of use relate to their English literacy. The study was prompted through close observations over many years, on how students use computers to support their writing. The observation indicated that while some students make a lot of use of computers, they still struggle to read and write in English. The research involved testing and surveying sixty-five Year 8 students. The test results obtained are compared with students’ responses to the survey. The survey questionnaire contained open ended questions for the students to respond reflectively and to evaluate their uses of computer tools.

  12. Flow Writing in the Liberal Arts Core and across the Disciplines: A Vehicle for Confronting and Transforming Academic Disengagement

    ERIC Educational Resources Information Center

    Gute, Deanne; Gute, Gary

    2008-01-01

    This study examined the subjective experience of academic disengagement. Flow theory, which describes an intense form of engagement, structured writing-to-learn activities undergraduates applied in major and liberal arts courses. Results suggest that writing to learn can transform academic anxiety and boredom by facilitating concentration,…

  13. Writing and Healing: Toward an Informed Practice. Refiguring English Studies.

    ERIC Educational Resources Information Center

    Anderson, Charles M., Ed.; MacCurdy, Marian M., Ed.

    This book presents 15 essays composed by and directed toward writing teachers and others who have experienced writing and healing in a variety of settings--from classrooms to substance-abuse treatment centers to AIDS support groups. Essays in the book provide not only descriptions of particular practices but also explorations of areas of theory…

  14. "It is Hard Fun": Scaffolded Biography Writing with English Learners

    ERIC Educational Resources Information Center

    Pavlak, Christina M.

    2013-01-01

    Using Systemic Functional Linguistics (SFL) as a theoretical framework, a team of university staff and educators at a traditionally under-performing urban elementary school built a collaboration aimed at enhancing writing instruction. The current qualitative research study, which was part of this larger project, focused on biography writing in Eva…

  15. Collaborative Work as an Alternative for Writing Research Articles (El trabajo colaborativo como alternativa para la escritura de artículos investigativos)

    ERIC Educational Resources Information Center

    Carvajal Medina, Nancy Emilce; Roberto Flórez, Eliana Edith

    2014-01-01

    Academic writing in English in our context is a significant aspect that can be innovative when a convergence model of writing stages is used along with collaborative work. This article reports on a study aimed at analyzing how collaborative work relates to undergraduate electronics students' academic writing development in English as a foreign…

  16. Writer Construction in English and German Popularized Academic Discourse: The Uses of "We" and "Wir"

    ERIC Educational Resources Information Center

    Baumgarten, Nicole

    2008-01-01

    The present article investigates writer-reader interaction through the construction of writer and reader personae in English and German popular scientific writing by means of first person plural pronouns in subject position. Popular scientific writing only became firmly established as a German-language genre in the last quarter of the 20th century…

  17. Teaching Writing to Academically Underprepared Adult Students: The School of New Resources Experience.

    ERIC Educational Resources Information Center

    Courage, Richard

    Writing instructors at the School of New Resources (SNR), a Bachelor of Arts degree program designed specifically for adults over 21, follow a student-centered philosophy marked by students' responsibility for and participation in their own learning through small, interactive seminars. English courses are infused with a sensitivity to the special…

  18. Merging a Metalinguistic Grammar Approach with L2 Academic Process Writing: ELLs in Community College

    ERIC Educational Resources Information Center

    Camhi, Paul J.; Ebsworth, Miriam Eisenstein

    2008-01-01

    This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…

  19. Implicit Actions and Explicit Outcomes: Cultural-Academic Interactions in Writing Journal Research Articles.

    ERIC Educational Resources Information Center

    Prince, A.; Blicblau, A. S.; Soesatyo, B.

    Students undertaking research degrees, particularly Ph.D. degrees, are expected to write and publish refereed journal articles. Students from non English-speaking backgrounds and cultures (NESBC) can find this process particularly difficult. Students become familiar with the genre of the research article through reading the journals. However, as…

  20. A Case Study of Corpus-Informed Online Academic Writing for EFL Graduate Students

    ERIC Educational Resources Information Center

    Hsieh, Wen-Ming; Liou, Hsien-Chin

    2008-01-01

    Research articles (RAs) have been recognized as a distinct genre in the English-using discourse community because of their unique writing conventions. Despite the great number of studies on the analysis of the textual or phrasal aspects of abstracts of RAs, few have been transformed into actual teaching materials for EFL graduate students. The…

  1. "I Feel Smarter when I Write": The Academic Writing Experiences of Five College Women

    ERIC Educational Resources Information Center

    Parsons, Cherie

    2010-01-01

    As a way of examining how writing helps college students balance an understanding of subject matter with self and social understanding as well as develop their abilities to participate in the public realm, this qualitative study focused on the writing experiences of five college students, with particular attention paid to the assignments that…

  2. A Model of Critical Peer Feedback to Facilitate Business English Writing Using Qzone Weblogs among Chinese Undergraduates

    ERIC Educational Resources Information Center

    Xianwei, Gao; Samuel, Moses; Asmawi, Adelina

    2016-01-01

    The purpose of this study was to explore critical thinking skills in peer feedback for Business English writing in order to facilitate the quality of peer feedback and quality of Business English writing. "Critical peer feedback" was conceptualized with the integration of "critical thinking" and "peer feedback" in…

  3. The Five-Paragraph Essay--Legacy or Liability in English Writing Classrooms outside the U.S.

    ERIC Educational Resources Information Center

    Van Gilst, Lorna; Villalobos, Jose

    High school students in Venezuela study English grammar and vocabulary for 5 years, but, because theirs is an oral culture, they do very little reading or writing either in their native language or in English. When students reach the university and begin to study composition, they are unmotivated to write essays on teacher assigned topics for a…

  4. A Stranger in Strange Lands: An Ethnographic Study of a College Student Writing in Two Academic Contexts.

    ERIC Educational Resources Information Center

    McCarthy, Lucille Parkinson

    To discover how one student learned to produce writing in different academic contexts, a study documented a Loyola College (Maryland) student's experiences with writing for a poetry class and a biology class during his sophomore year. The subject was interviewed several times, observed, and his voice taped during "writing aloud" sessions…

  5. Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

    ERIC Educational Resources Information Center

    Chittum, Jessica R.; Bryant, Lauren H.

    2014-01-01

    Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…

  6. Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?

    ERIC Educational Resources Information Center

    Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.

    2015-01-01

    Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…

  7. The Politics of English, Language and Uptake: The Case of International Academic Journal Article Reviews

    ERIC Educational Resources Information Center

    Lillis, Theresa; Curry, Mary Jane

    2015-01-01

    Drawing on 95 text histories from a longitudinal project on writing for publication in 4 national contexts, this article analyses the language ideologies enacted in referees' and editors' comments on articles submitted for publication in English-medium "international" journals. It considers how orientations to "English,"…

  8. Assessing Integrated Writing Tasks for Academic Purposes: Promises and Perils

    ERIC Educational Resources Information Center

    Cumming, Alister

    2013-01-01

    The five studies presented in this special issue offer unique evidence, analyses, and theoretical rationales for assessment tasks that involve writing in reference to information from source material with substantial content. I review the five studies in respect to five "promises" and five "perils," concluding that, collectively, the promises were…

  9. Natives and Academics: Researching and Writing about American Indians.

    ERIC Educational Resources Information Center

    Mihesuah, Devon A., Ed.

    This anthology provides Native perspectives on the ethics of researching, writing about, and teaching about American Indians, and may be used as a text for discussion in American Indian Studies classes. Leading Native scholars discuss the representativeness of Native informants, the merits of various data collection methods, the role and veracity…

  10. Zizek's Rhetorical Matrix: The Symptomatic Enjoyment of Postmodern Academic Writing.

    ERIC Educational Resources Information Center

    Samuels, Robert

    2002-01-01

    Argues that Slavoj Zizek's writings show why the turn to theory could actually hurt the field of composition by increasing the discipline's level of ideological misrecognition concerning the economics and politics of higher education. Argues that educators should stop using theory as a virtual way of escaping their own real practices. (SG)

  11. Strategic, Passionate, but Academic: Am I Allowed in My Writing?

    ERIC Educational Resources Information Center

    Le Ha, Phan

    2009-01-01

    This article is about the struggles to sustain identity as writers while accommodating the demands of the university experienced by Arianto and his thesis supervisor, myself. It shows how critical EAP was the on-going conversation between us about how to negotiate norms, voice and creativity in our writing and in the negotiations Arianto had to…

  12. [Tips on how to publish your data in English].

    PubMed

    Uchida, Hiroyuki

    2012-06-01

    Japanese researchers often find it difficult to write up academic reports in English, which may be associated with a perceived "language barrier." However, in fact, it is "emotional barrier" that discourages "potential" researchers from publishing their data. The plain English that we have learnt at school is sufficient to write academic articles in English. What is important is your guts, determination, and perseverance. In this article, tips on how to practically publish your data in English are presented.

  13. Supporting academic publication: evaluation of a writing course combined with writers' support group.

    PubMed

    Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian

    2009-07-01

    Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.

  14. Disciplinary Epistemologies, Generic Attributes and Undergraduate Academic Writing in Nursing and Midwifery

    ERIC Educational Resources Information Center

    Gimenez, Julio

    2012-01-01

    Generic attributes such as "holding a critical stance", "using evidence to support claims", and "projecting an impersonal voice" are central to disciplinary academic writing in higher education. These attributes, also referred to as "skills", have for a long time been conceptualised as transferable in that…

  15. Student Writing in a Talent Development Program: Sanctuary and Academic Site of the "Personally Humane"

    ERIC Educational Resources Information Center

    Paley, Karen Surman

    2008-01-01

    The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…

  16. Lexical Bundles and the Construction of an Academic Voice in Business Writing

    ERIC Educational Resources Information Center

    Mhedhbi, Malek

    2014-01-01

    Most previous studies on disciplinary academic writing focused on the structures in research articles or linguistic realizations of each move (Lau, 2004; Hyland, 2000). Few have been conducted to address the interpersonal aspect of disciplinary discourse texts. The purpose of this study was to measure the effect of lexical bundles' (LBs) awareness…

  17. Using Literature to Encourage Academic Thinking in a Basic Writing Course.

    ERIC Educational Resources Information Center

    Farris, Christine

    Because only 10 percent of students admitted to the University of Washington through the Educational Opportunity Program were able to graduate from the university, a basic writing course using literature to develop students' academic thinking skills was developed. Literature to which students could relate more easily, such as "Farewell to…

  18. Linking Adverbials in Academic Writing on Applied Linguistics by Chinese Doctoral Students

    ERIC Educational Resources Information Center

    Lei, Lei

    2012-01-01

    The present paper reports an investigation into the use of linking adverbials in the academic writing of Chinese doctoral students. The learner corpus used in the present study is composed of 20 applied linguistics doctoral dissertations. We also compiled a control corpus of 120 published articles in six international journals of applied…

  19. Reducing Unintentional Plagiarism amongst International Students in the Biological Sciences: An Embedded Academic Writing Development Programme

    ERIC Educational Resources Information Center

    Divan, Aysha; Bowman, Marion; Seabourne, Anna

    2015-01-01

    There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course…

  20. A Scaffolded Approach to Discussion Board Use for Formative Assessment of Academic Writing Skills

    ERIC Educational Resources Information Center

    Horstmanshof, Louise; Brownie, Sonya

    2013-01-01

    Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university's expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching…

  1. Conceding in Disagreements during Small Group Interactions in Academic Writing Class

    ERIC Educational Resources Information Center

    Sharma, Bal Krishna

    2012-01-01

    Using conversation analysis as a methodological and analytical framework, this study presents a sequential analysis of disagreement episodes in small group interactions in an advanced academic writing class. Closer scrutiny of the sequences reveals that in order to bring disagreements to a close, participants make use of an array of interactional…

  2. Investigating Reformulation as a Practical Strategy for the Teaching of Academic Writing.

    ERIC Educational Resources Information Center

    Allwright, R. L.; And Others

    1988-01-01

    Describes how reformulation can be used as a strategy for teaching academic writing to non-native language users (especially in the research context) and applies the strategy to two examples of research written by non-natives. (Author/CB)

  3. Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge

    ERIC Educational Resources Information Center

    Court, Krista

    2014-01-01

    Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…

  4. Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations

    ERIC Educational Resources Information Center

    Mastrangelo, Lisa S.; Tischio, Victoria

    2005-01-01

    "Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at…

  5. Stigma, Tensions, and Apprehension: The Academic Writing Experience of International Students

    ERIC Educational Resources Information Center

    Maringe, Felix; Jenkins, Jennifer

    2015-01-01

    Purpose: This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as…

  6. Young Economists and Lawyers Learn How To Write an Academic Text.

    ERIC Educational Resources Information Center

    Gruber, Helmut

    A compulsory trainee program for new staff members at the Vienna Business University was established in the academic year 1998/99. In the course of this program new staff members are prepared in the following three areas of their work: research work in their department, especially dissertation writing; teaching classes; and administrative skills.…

  7. Linguistic Markers of Stance in Early and Advanced Academic Writing: A Corpus-Based Comparison

    ERIC Educational Resources Information Center

    Aull, Laura L.; Lancaster, Zak

    2014-01-01

    This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite…

  8. Negotiating Academic Discourse (Reading-to-Write Report No. 10). Technical Report No. 29.

    ERIC Educational Resources Information Center

    Flower, Linda

    This study is the 10th in a series of reports from the Reading-to-Write Project, a collaborative study designed to examine the cognitive processes of college freshmen in the act of entering a university-level academic discourse community and to present a model of that transition. Subjects, 17 freshmen (of a total of 72 participating either as…

  9. Developing That Voice: Locating Academic Writing Tuition in the Mainstream of Higher Education

    ERIC Educational Resources Information Center

    Hathaway, Julia

    2015-01-01

    This paper argues that all students, whatever their linguistic identities, can benefit from an explicit and structured introduction to academic writing. It argues that this tuition should no longer be seen as support, and therefore marginalised, but as a transformative process of acculturation that needs to be located in the mainstream of the…

  10. Using Systemic Functional Linguistics in Academic Writing Development: An Example from Film Studies

    ERIC Educational Resources Information Center

    Donohue, James P.

    2012-01-01

    On film studies courses, students are asked to treat as objects of study the same films which they may more commonly experience as entertainment. To explore the role of academic writing in this, an action research project was carried out on a university film studies course using a systemic functional linguistics approach. This paper presents a key…

  11. Collaborative Writing among Second Language Learners in Academic Web-Based Projects

    ERIC Educational Resources Information Center

    Kessler, Greg; Bikowski, Dawn; Boggs, Jordan

    2012-01-01

    This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…

  12. Transforming and Constructing Academic Knowledge through Online Peer Feedback in Summary Writing

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2016-01-01

    Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…

  13. Whose Job Is It? Exploring Subject Tutor Roles in Addressing Students' Academic Writing via Essay Feedback

    ERIC Educational Resources Information Center

    Court, Krista; Johnson, Helen

    2016-01-01

    Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…

  14. Graduate Students' Needs and Preferences for Written Feedback on Academic Writing

    ERIC Educational Resources Information Center

    Singh, Manjet Kaur Mehar

    2016-01-01

    The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution…

  15. Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

    ERIC Educational Resources Information Center

    Bair, Mary A.; Mader, Cynthia E.

    2013-01-01

    This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course…

  16. Multiple goals, writing strategies, and written outcomes for college students learning English as a second language.

    PubMed

    He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen

    2011-04-01

    This study examined relations of achievement goals of writers who are speakers of English as a foreign language (EFL), the frequency of their writing strategy use, and the quality of their writing from a multiple goals perspective. The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance (Group 3) goal. Think-aloud protocols indicated that the participants adopted 21 strategies in an argumentative writing task, classified into five categories. Group 1 was found to use writing strategies of monitoring or evaluating, revising, and compensating significantly more often than the other two groups, and produced better essays. Strong mastery and performance-approach goals might be beneficial for EFL college writers.

  17. The Effect of a Socio-Cognitive Approach to Teaching Writing on Stance Support Moves and Topicality in Students' Epository Essays

    ERIC Educational Resources Information Center

    Chandrasegaran, Antonia

    2013-01-01

    Ability to write focused expository essays in English is the key to academic success for students in an English-medium education system, but such writing can be a challenge for students for whom English is a Second Language. Focusing writing lessons on improving topic content and grammatical accuracy does not always achieve the expected results.…

  18. Drawing on Students' Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students

    ERIC Educational Resources Information Center

    Souryasack, Rassamichanh; Lee, Jin Sook

    2007-01-01

    Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study…

  19. Academic Writing Development at the University Level: Phrasal and Clausal Complexity across Level of Study, Discipline, and Genre

    ERIC Educational Resources Information Center

    Staples, Shelley; Egbert, Jesse; Biber, Douglas; Gray, Bethany

    2016-01-01

    Using the British Academic Written English corpus, this study focuses on the use of grammatical complexity features in university level texts written by first language (L1) English writers to demonstrate knowledge and perform other specialized tasks required of advanced academic writers. While the primary focus of the analysis is on writing…

  20. Writing in the Ether: A Collaborative Approach to Academic Research.

    ERIC Educational Resources Information Center

    Winograd, David; Milton, Katherine

    The purpose of this paper is to shed light on the developmental stages of academic publication collaborations through both research on the collaborative process itself, as well as through analysis of the discovery process. Using the qualitative software package, NUD*IST, the teleconferencing system, FirstClass, and standard e-mail, the study…

  1. Psychological Factors in the Academic Achievement of Remedial-Level English Students in Community College

    ERIC Educational Resources Information Center

    Jennings, Heather M.

    2012-01-01

    Rates of in-coming college students in need of academic remediation are on the rise, for both community college and four-year colleges. Consequently, many of these students will be required to enroll in some level of academic remediation in reading, writing and/or math to develop the basic skills necessary for student success in college-level…

  2. Improving the Students' Spiritual Intelligence in English Writing through Whole Brain Learning

    ERIC Educational Resources Information Center

    Santoso, Didik

    2016-01-01

    The objective of this research was to improve the students' spiritual intelligence in English writing through Whole Brain Learning strategy. Therefore, this study was conducted as a classroom action research. The research pocedure followed the cyclonic process of planning, action, observation, and reflection. This process was preceeded by…

  3. Two Types of Strategies Used by Japanese Scientists, when Writing Research Articles in English

    ERIC Educational Resources Information Center

    Okamura, A.

    2006-01-01

    In investigations of the second-language writing process the aim of interviews and questionnaires has often been to find shared difficulties among them. However, in practice some writers are more successful than others. The aim of this study is to examine how some writers succeed in mastering scientific discourse in English, in a non-English…

  4. Examining the Writing of Adolescent African American English Speakers: Suggestions for Assessment and Intervention

    ERIC Educational Resources Information Center

    Horton-Ikard, RaMonda; Pittman, Ramona T.

    2010-01-01

    This article describes the use of African American English (AAE) in the written and oral language of African American adolescents who struggle with writing. Written and oral language samples of 22 African American 10th-grade students were transcribed, analyzed, and coded for AAE, grammatical errors, spelling errors, and punctuation errors. Four…

  5. Enhancing Writing Skills in English and Spanish: A Bilingual Newsletter for Hispanic High Schools Students.

    ERIC Educational Resources Information Center

    Bertelsen, Mia Jane

    Teaching journalism to produce a bilingual newsletter is an effective way to improve the writing abilities of Hispanic high school students in English and Spanish. Additionally, the creation of a bilingual newsletter can increase the students' awareness of and participation in community issues. This project paper analyzes why teaching journalism…

  6. Negotiating Ideologies about Teaching Writing in a High School English Classroom

    ERIC Educational Resources Information Center

    Vetter, Amy; Myers, Joy; Hester, Madison

    2014-01-01

    More research needs to examine how novice teachers successfully negotiate multiple ideologies with others in ways that allow them to construct preferred teaching identities. This qualitative study addressed that need by investigating how one high school English teacher negotiated contradictory ideologies related to writing instruction at her…

  7. A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language

    ERIC Educational Resources Information Center

    Kotani, Katsunori; Yoshimi, Takehiko; Nanjo, Hiroaki; Isahara, Hitoshi

    2016-01-01

    In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned.…

  8. Writing and Reading Knowledge of Spanish/English Second-Generation Bilinguals

    ERIC Educational Resources Information Center

    Ardila, Alfredo; Garcia, Krystal; Garcia, Melissa; Mejia, Joselyn; Vado, Grace

    2017-01-01

    Written bilingualism represents a particular type of bilingualism that is not frequently approached. The aim of this study was to investigate the writing and reading abilities of second-generation immigrants, Spanish-English bilinguals in South Florida. 58 participants (36 females, 22 males; 18-39 years of age) were selected. Both parents were…

  9. More than Just Language Advising: Rapport in University English Writing Consultations and Implications for Tutor Training

    ERIC Educational Resources Information Center

    Lee, Cynthia

    2015-01-01

    Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared…

  10. Literacy Development of Linguistically Diverse First Graders in a Mainstream English Classroom: Connecting Speaking and Writing

    ERIC Educational Resources Information Center

    Kennedy, Eileen

    2006-01-01

    Children who speak different home languages and dialects in a monolingual classroom often carry the challenge of having to develop literacy in a different language. This article presents a qualitative study of five first graders who speak different home languages in an inner city mainstream English classroom. Through interviews, classroom writing,…

  11. Incorporating Corpus Technology to Facilitate Learning of English Collocations in a Thai University EFL Writing Course

    ERIC Educational Resources Information Center

    Chatpunnarangsee, Kwanjira

    2013-01-01

    The purpose of this study is to explore ways of incorporating web-based concordancers for the purpose of teaching English collocations. A mixed-methods design utilizing a case study strategy was employed to uncover four specific dimensions of corpus use by twenty-four students in two classroom sections of a writing course at a university in…

  12. Reading, Writing and Materialisation: An Autobiography of an English Teacher in Vignettes

    ERIC Educational Resources Information Center

    Truman, Sarah E.

    2014-01-01

    This article treats the act of writing about past experiences as a material influence on the "self" I am becoming, particularly the "self" I call English Teacher, and explores how language is a material component in the "new materialist turn" in the humanities. The vignettes in this article describe experiences in my…

  13. Using Task Based Writing Instruction to Provide Differentiated Instruction for English Language Learners

    ERIC Educational Resources Information Center

    Bantis, Alexandros Merkouris

    2008-01-01

    The purpose of this study was to investigate the impact of task based writing instruction (TBwI) on English language acquisition and differentiated instruction for minority language students during the Independent Work Time instructional component of the Open Court Reading program. One teacher and 10 third grade students (8-9 years old)…

  14. Grade-Appropriate Literacy and South African Grade Seven Learners' Classroom Writing in English

    ERIC Educational Resources Information Center

    Hendricks, Monica

    2009-01-01

    This paper reports on the writing of grade seven learners in English as an additional language at four differently resourced schools in the Eastern Cape Province, South Africa. Because grade seven is the start of the senior phase of schooling, it is vital that learners achieve grade-level competence in the language used as medium of instruction.…

  15. Comparison of the Effectiveness of Stylewriter and Microsoft Word Computer Software to Improve English Writing Skills

    ERIC Educational Resources Information Center

    Prvinchandar, Sunita; Ayub, Ahmad Fauzi Mohd

    2014-01-01

    This study compared the effectiveness of two types of computer software for improving the English writing skills of pupils in a Malaysian primary school. Sixty students who participated in the seven-week training course were divided into two groups, with the experimental group using the StyleWriter software and the control group using the…

  16. Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

    ERIC Educational Resources Information Center

    Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

    2015-01-01

    This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

  17. Employment Interviewers' Judgments of Business and Technical Writing of Non-Native Speakers of English.

    ERIC Educational Resources Information Center

    Blau, Eileen K.; And Others

    1989-01-01

    Describes an experiment designed to determine the reaction of employment interviewers to local lexical and syntactic errors in business and technical writing of non-native speakers of English. Reports that these judges find local syntactic errors more serious than local lexical errors. (MM)

  18. Communication Strategies in the Writing of Scientific Research Articles by Non-native Users of English.

    ERIC Educational Resources Information Center

    Sionis, Claude

    1995-01-01

    This article compares the communication strategies used by representatives of two generations of French scientists (pre- and postcommunicative language teaching) in the writing of research articles in English-language scientific journals. It focuses on the relationships between general argumentative language and hard-core mathematical language in…

  19. From Rigidity to Freedom: An English Department's Journey in Rethinking How We Teach and Assess Writing

    ERIC Educational Resources Information Center

    Strouthopoulos, Chris; Peterson, Janet L.

    2011-01-01

    In this essay, the authors chronicle the overhauling of their English department's rubric design, curriculum, and portfolio in order to emphasize a wider range of "real-world" writing. The authors share that in the process of their overhaul, they redefined their identity--how they thought of themselves and how they wanted to approach…

  20. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    NASA Astrophysics Data System (ADS)

    Chang, Sandy Ming-San

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as English language learners (ELLs) and 27 students were fluent-English speakers. Participants read two science passages, answered comprehension questions, and engaged in a retrospective interview which probed their knowledge on the academic language features of vocabulary, grammar, and discourse. Qualitative analysis was used to code students' thoughts about the challenges to reading comprehension and to identify the challenges that were related to academic language. Quantitative analyses were conducted to examine whether students' knowledge of academic language features and reading comprehension differed by students' ELP designations, as well as to investigate the relationship between students' knowledge of academic language features and reading comprehension. Results for the qualitative analysis revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. Results from the quantitative analyses indicated that ELL students' knowledge of academic vocabulary, grammar, discourse knowledge, and reading comprehension (as measured by multiple-choice questions) were significantly lower than the fluent-English speaking students. The results also indicated that vocabulary, not grammar or discourse features, was significantly related to students' comprehension scores. The results have implications for understanding the features of academic language that influence students' comprehension of expository

  1. American Sign Language/English bilingual model: a longitudinal study of academic growth.

    PubMed

    Lange, Cheryl M; Lane-Outlaw, Susan; Lange, William E; Sherwood, Dyan L

    2013-10-01

    This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.

  2. Investigating Learners' Use and Understanding of Peer and Teacher Feedback on Writing: A Comparative Study in a Chinese English Writing Classroom

    ERIC Educational Resources Information Center

    Zhao, Huahui

    2010-01-01

    Existing comparative studies between peer and teacher feedback in English writing classes have predominantly used frequency measures of peer and teacher feedback in learners' revisions to suggest their relative values for developing learners' writing proficiency. However, learners do not necessarily understand the feedback that is used in their…

  3. Nursing students' understanding of critical thinking and appraisal and academic writing: a descriptive, qualitative study.

    PubMed

    Borglin, Gunilla; Fagerström, Cecilia

    2012-11-01

    In Sweden, regulations from the National Agency for Higher Education advocate an education that equips students with independence as well as critical, problem-based thinking, i.e. academic literacy skills. However, some research findings indicate that students may leave higher education without mastering these skills effectively. As part of quality-assuring a nursing programme at a university college in south-east Sweden we explored the nursing student's view of crucial academic literacy skills, such as critical thinking and appraisal and academic writing, by conducting a descriptive, qualitative study. Informants were recruited through an advertisement posted on the university's e-learning tool. Eight focused interviews were conducted during autumn 2010. The transcribed interviews were analysed - inspired by content analysis - and two categories became apparent: constantly questioning and formality before substance. The latter revealed a gap between the student's perception of academic writing and that of the educators, thus implying that nursing students might not be equipped with the tools they need to develop within academia. We suggest that students could benefit in their academic endeavours from theoretical educational models that integrate several academic skills simultaneously and which could be incorporated into the development of syllabuses and curriculums.

  4. Global Trends and Research Aims for English Academic Oral Presentations: Changes, Challenges, and Opportunities for Learning Technology

    ERIC Educational Resources Information Center

    Barrett, Neil E.; Liu, Gi-Zen

    2016-01-01

    English has become the de facto language for communication in academia in many parts of the world, but English language learners often lack the language resources to make effective oral academic presentations. However, English for academic purposes (EAP) research is beginning to provide valuable insights into this emerging field. This literature…

  5. Critical Teacher Talk: Successful English for Academic Purposes Classroom Practices in a Global Campus

    ERIC Educational Resources Information Center

    Kim, Namsook

    2016-01-01

    Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher's talk and its role on international students' learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews,…

  6. The Study on "Academic Game"-Oriented English Course Model for Postgraduates in Agricultural Universities

    ERIC Educational Resources Information Center

    Xia, Xinrong

    2010-01-01

    Based on the analysis of the questionnaire survey on learning motivation and learning needs of postgraduates and their demands and suggestions on English teaching, the paper makes a beneficial exploration on English course model for postgraduates in agricultural universities. Under the guidance of academic game theory, the "language skills+…

  7. How a Web-Based Course Facilitates Acquisition of English for Academic Purposes

    ERIC Educational Resources Information Center

    Chen, Jin; Belkada, Safia; Okamoto, Toshio

    2004-01-01

    This paper describes an experimental study aimed at investigating the learning effectiveness of a Web-based course called "Academic English" (EAP) for Japanese learners of English. The main focus of the study was to examine the form, function, and impact of interaction in the course. Twenty university-level EFL students participated in…

  8. Empirical Profiles of Academic Oral English Proficiency from an International Teaching Assistant Screening Test

    ERIC Educational Resources Information Center

    Choi, Ikkyu

    2017-01-01

    Language proficiency constitutes a crucial barrier for prospective international teaching assistants (ITAs). Many US universities administer screening tests to ensure that ITAs possess the required academic oral English proficiency for their TA duties. Such ITA screening tests often elicit a sample of spoken English, which is evaluated in terms of…

  9. Equipping Adolescent English Learners for Academic Achievement: An Interview with Susana Dutro and Ellen Levy

    ERIC Educational Resources Information Center

    Dutro, Susana; Levy, Ellen; Moore, David W.

    2012-01-01

    Susana Dutro and Ellen Levy are leaders of E.L. Achieve, an organization dedicated to assisting educators in equipping English learners for academic achievement. They see adolescent English learners regularly confronting the challenge of developing the language needed to fully participate in middle and high school classrooms. Their approach to…

  10. Sensory Response Patterns of Academically Successful and Unsuccessful Ninth-grade Students of English.

    ERIC Educational Resources Information Center

    LaRocque, Geraldine E.

    Testing Marshall McLuhan's thesis that the educational system favors the visually oriented student and militates against the audile-tactile youngster, this pilot study attempted to discover whether or not academically successful ninth-grade English students have a different sensory response pattern than unsuccessful ninth-grade English students.…

  11. Organisation of English for Academic Purposes Activity for Developing Communicative Competence

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2009-01-01

    Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Aim of the research is to work out English for Academic Purposes activity organization model and its introducing sequence for promoting communicative competence. Content: the search for English for Academic…

  12. Persons in Process: Four Stories of Writing and Personal Development in College. Refiguring English Studies Series.

    ERIC Educational Resources Information Center

    Herrington, Anne J.; Curtis, Marcia

    Drawing on psychological, sociolinguistic, and discourse theories, this book shows how students use writing not only as a vehicle for participating in the academic world but also as a means of fashioning their own private and public identities. It presents case studies of four students during their years at a large, public university. The case…

  13. A Case Study of Swedish Scholars' Experiences with and Perceptions of the Use of English in Academic Publishing

    ERIC Educational Resources Information Center

    Olsson, Anna; Sheridan, Vera

    2012-01-01

    This empirical study surveyed academic staff at a Swedish university about their experiences and perceptions of the use of English in their academic fields. The objective was to examine how the influence of English in disciplinary domains might affect the viability of Swedish in the academic sphere and to investigate how it might disadvantage…

  14. Negotiating World Englishes in a Writing-Based MOOC

    ERIC Educational Resources Information Center

    McCorkle, Ben; Halasek, Kay; Clinnin, Kaitlin; Selfe, Cynthia L.

    2016-01-01

    This article recounts the experiences of a team of faculty, graduate students, and instructional technologists facilitating Rhetorical Composing, a writing-focused Massive Open Online Course (MOOC). When first offering the MOOC, we recognized quickly that we needed to emphasize the global makeup of our learning cohort to foster a stronger sense of…

  15. Wordplaygrounds: Reading, Writing, and Performing Poetry in the English Classroom

    ERIC Educational Resources Information Center

    O'Connor, John S.

    2004-01-01

    John S. O'Connor offers exciting new approaches to teaching poetry in middle school and high school classrooms with more than 25 high-interest activities designed to sharpen students' writing and self-understanding and heighten their awareness of the world around them. In the process, he demystifies poetry for teachers and students by using…

  16. Writing Techniques in the English Love and Lyric Poems

    ERIC Educational Resources Information Center

    Liu, Xiaoying

    2009-01-01

    In the poetry creation, poets use many different writing techniques. This paper expounds the image expressions in British love poems and lyrics from four aspects: description, symbolism, figure of speech and personification. Man has been singing for love since written language was invented. Love has been the eternal subject theme of poems and…

  17. Creative Writing in English Education: An Historical Perspective.

    ERIC Educational Resources Information Center

    Brand, Alice Glarden

    1980-01-01

    Discusses the historical pedagogical controversy between advocates of the personal, expressive functions of school-based creative writing and defenders of its utilitarian functions. Concludes that the merits of creative written expression must be defended during the current "back to basics" movement because of its therapeutic, functional, and…

  18. Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

    ERIC Educational Resources Information Center

    Chen, Chwen Jen; Chuah, Kee Man; Tho, Jimmy; Teh, Chee Siong

    2015-01-01

    Wikis, being one of the popular Web 2.0 tools, have impacted students' engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students' writing skills, this study was conducted to examine the attitudinal factors…

  19. Writing in Nonstandard English. Pragmatics & Beyond New Series 67.

    ERIC Educational Resources Information Center

    Taavitsainen, Irma, Ed.; Melchers, Gunnel, Ed.; Pahta, Paivi, Ed.

    Chapters in this book include the following: "Dickens as Sociolinguist: Dialect in 'David Copperfield'" (Patricia Poussa); "Contemporary Irish Writing and a Model of Speech Realism (John M. Kirk); "Dialect and Accent in Jim Cartwright's Play "Road" as Seen Through Erving Goffman's Theory on Footing" (Marion Fields); "The Representation of…

  20. Success with ELLs: We Are All Writers! Building Second Language Writing Skills in the ELA Classroom

    ERIC Educational Resources Information Center

    DelliCarpini, Margo

    2012-01-01

    Writing effectively in a second language can be one of the most challenging tasks second language learners must undertake and master. English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing,…

  1. Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners

    ERIC Educational Resources Information Center

    Aliakbari, Mohammad; Abol-Nejadian, Rezvan

    2015-01-01

    Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes…

  2. The Career Perceptions of Academic Staff and Human Resource Discourses in English Higher Education

    ERIC Educational Resources Information Center

    Strike, Tony; Taylor, John

    2009-01-01

    This paper sets out findings from research that considered the interplay between English national policy developments in human resources management in higher education and the personal stories of academic staff as career participants. Academic careers are pursued in an institutional and national policy context but it was not clear that the formal…

  3. The Cognitive Coaching-Supported Reflective Teaching Approach in English Language Teaching: Academic and Permanence Success

    ERIC Educational Resources Information Center

    Akyildiz, Seçil Tümen; Semerci, Çetin

    2016-01-01

    This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey.…

  4. Writing as Envision: Autobiographical and Academic Writing in the Composition Class.

    ERIC Educational Resources Information Center

    Tokarczyk, Michelle M.

    Three students in an autobiography class--an African-American, a woman, and a gay man struggling to come out--used their writing to both affirm their places in the world and envision another place. Having reviewed her early educational experiences as an African-American, Holly focused her essay back to her present college days and her attempts to…

  5. Analyzing and Enacting Academic Criticism: The Case of an L2 Graduate Learner of Academic Writing

    ERIC Educational Resources Information Center

    Cheng, An

    2006-01-01

    Academic criticism is defined in this paper as a statement which reflects a discrepancy between the stance of a researcher/author, on the one hand, and that of another researcher or the discourse community as a whole, on the other (Salager-Meyer & Alcaraz Ariza, 2003). Despite researchers' awareness of the potential difficulty academic criticism…

  6. Writing Instruction and Assessment for English Language Learners K-8

    ERIC Educational Resources Information Center

    Lenski, Susan; Verbruggen, Frances

    2010-01-01

    Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods they already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student…

  7. Texas English Teachers' Perception of Entering Freshmen's Writing Skills.

    ERIC Educational Resources Information Center

    Harris, Maverick Marvin

    A questionnaire was sent to English instructors in 134 Texas colleges and universities to ascertain their perceptions of entering freshmen's skills in written composition. The variables were type of institution, admission policy, enrollment, and teaching experience. Respondents were asked to indicate their perceptions of the number of entering…

  8. Supporting Postsecondary English Language Learners' Writing Proficiency Using Technological Tools

    ERIC Educational Resources Information Center

    Moore, Kathleen A.; Rutherford, Camille; Crawford, Keith A.

    2016-01-01

    Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language…

  9. Some Perceptions of English Geography Textbook Authors on Writing Textbooks

    ERIC Educational Resources Information Center

    Lee, Jongwon; Catling, Simon

    2016-01-01

    There has been much research into the nature and uses of school geography textbooks as teaching resources, yet the perceptions of their authors have been neglected. This study investigated the perspectives of a sample of authors of English primary and secondary school geography textbooks on their experiences as textbook authors. It enquired into…

  10. English for Academic Purposes through Canadian Literature and History.

    ERIC Educational Resources Information Center

    Young, Lynne; O'Brien, Trudy

    1979-01-01

    Describes a program designed to improve English skills in university students learning English as a second language through a Canadian literature and history component. Reading lists are appended. (AM)

  11. Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course

    ERIC Educational Resources Information Center

    Zhao, Wei

    2016-01-01

    This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this…

  12. Building Academic Confidence in English Language Learners in Elementary School

    ERIC Educational Resources Information Center

    Vazquez, Alejandra

    2014-01-01

    Non-English speaking students lack the confidence and preparation to be verbally actively engaged in the classroom. Students may frequently display hesitation in learning to speak English, and may also lack a teacher's guidance in becoming proficient English speakers. The purpose of this research is to examine how teachers build academic…

  13. English Only: The Creation and Maintenance of an Academic Underclass

    ERIC Educational Resources Information Center

    Mitchell, Candace

    2005-01-01

    In this article, I address the present-day political and pedagogical implications of the imposition of one year of English only immersion on limited English proficient (LEP) students. The article also presents a case study of an inner-city community in Massachusetts during the early years -- 1968-1974 -- of transition from English only to…

  14. Evaluating the English language scientific writing skills of Saudi dental students at entry level.

    PubMed

    El Tantawi, M; Al-Ansari, A; Sadaf, S; AlHumaid, J

    2016-04-28

    Better knowledge is needed about the effectiveness of preparatory English language courses for the health professions. This study evaluated the scientific writing skills of students finishing their preparatory year of a bachelor of dentistry programme in Saudi Arabia. A cross-sectional study was conducted in 2014-15 among first-year dental students at the University of Dammam. Students were asked to write a 150-word English language assignment that was analysed for writing statistics and problems using Microsoft Word and plagiarism detection software. Of the 89 respondents, female students used a significantly greater number of words than did male students and their assignments had significantly lower Flesch reading ease scores. Male students had significantly lower odds of using references (OR 0.04) and higher odds of making punctuation and grammar mistakes (OR 2.63 and 3.91 respectively). One course of scientific writing in the preparatory year may not be enough to develop adequate writing skills among undergraduate dental students.

  15. Narratives of Iraqi Adult Learners: Experiences of Spoken Register in English for Academic Purposes Programs at an Australian University

    ERIC Educational Resources Information Center

    Al Hamdany, Hayder; Picard, Michelle

    2015-01-01

    This paper explores the perceptions of Iraqi students of three different English Programs (a general English for academic purposes program, a pre-enrolment English program and the English component of a disciplinary bridging program) at an Australian University as reflected in their language learning narratives. It focuses specifically on the…

  16. The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

    ERIC Educational Resources Information Center

    Dev, Smitha; Qiqieh, Sura

    2016-01-01

    The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…

  17. English for Specific Purposes. ELT Documents.

    ERIC Educational Resources Information Center

    British Council, London (England). English-Teaching Information Centre.

    The seven papers in this collection describe projects in English for academic purposes. Analysis of the communication needs of learners is discussed in "English for Academic Purposes: Practice Material for the Listening Comprehension and Writing Needs of Overseas Students," by R.R. Jordon and Alan Matthews. The pedagogic advantages of…

  18. Key Writing Challenges of Practice-Based Doctorates

    ERIC Educational Resources Information Center

    San Miguel, Caroline; Nelson, Cynthia D.

    2007-01-01

    Building on the increasing interest within English for Academic Purposes (EAP) in postgraduate literacy development, this article examines the complexities of writing research at the academic/professional interface. It analyses two literature reviews by professional doctorate students at an Australian university who were writing research in their…

  19. Implementing Keyword and Question Generation Approaches in Teaching EFL Summary Writing

    ERIC Educational Resources Information Center

    Chou, Mu-hsuan

    2012-01-01

    Summary writing has been considered an important aspect of academic writing. However, writing summaries can be a challenging task for the majority of English as a Foreign Language (EFL) learners. Research into teaching summary writing has focused on different processes to teach EFL learners. The present study adopted two methods--keyword and…

  20. An Interview Study of Learner Motivation and Learner Involvement in Mandatory College-Level Academic Writing Classes

    ERIC Educational Resources Information Center

    Vanniarajan, Swathi M.

    2011-01-01

    Scholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program at the junior/senior level in a California State University indicated that learner motivation in…

  1. Laying the Foundation for Successful Non-Academic Writing: Professional Communication Principles in the K-5 Curricula of the McKinney Independent School District

    ERIC Educational Resources Information Center

    Trevino, Marlea

    2009-01-01

    Traditionally, K-5 students' writing has had a primarily academic aim--to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice--over the long period of time mastery requires--the non-academic writing skills they will be required to…

  2. Reimagining "English 1311: Expository English Composition" as "Introduction to Rhetoric and Writing Studies"

    ERIC Educational Resources Information Center

    Ruecker, Todd

    2011-01-01

    English 1311: Expository English Composition is the first semester course in a two-semester first-year composition (FYC) sequence. Both ENG 1311 and its second-semester counterpart, ENG 1312, are required for all students unless they have transfer credit covering this requirement or place out of one or both of the courses via the College-Level…

  3. Providing Writing and Language Support for Students Who Have English as a Second Language--A Pilot Study

    ERIC Educational Resources Information Center

    Heatley, Sue; Allibone, Lorraine; Ooms, Ann; Burke, Linda; Akroyd, Karen

    2011-01-01

    This paper reports on a pilot project which provided writing support for registered nurses undertaking Continuing Professional Development (CPD) and for pre-registration nursing students. Both groups of students have English as a second language (ESL). The aims of the project were to extend the scope of the available writing support within the…

  4. Improving English as a Foreign Language Writing in Elementary Schools Using Mobile Devices in Familiar Situational Contexts

    ERIC Educational Resources Information Center

    Hwang, Wu-Yuin; Chen, Holly S. L.; Shadiev, Rustam; Huang, Ray Yueh-Min; Chen, Chia-Yu

    2014-01-01

    This research proposed a situational learning system to help elementary school students practice and improve their English as a foreign language (EFL) writing skills. Students carried out assigned writing tasks using the support of mobile devices in situations deemed to be familiar to the students, such as on the school playground, within…

  5. Modular Sequence: English as a Second Language, Methods and Techniques. TTP 001.11 Writing. Teacher Corps Bilingual Project.

    ERIC Educational Resources Information Center

    Hernandez, Alberto; Melnick, Susan L.

    This learning module is designed to provide the prospective teacher of English as a second language with suggestions for practical applications of sound linguistic theory for teaching writing to second-language learners. After completing the module, the student is expected to be able to: (a) define the role of writing in foreign and…

  6. A Program Based on English Digital Stories to Develop the Writing Performance and Reflective Thinking of Preparatory School Pupils

    ERIC Educational Resources Information Center

    Hassan Seifeddin, Ahmed; Zakareya Ahmed, Samah; Yahia Mohammed Ebrahim, Eman

    2015-01-01

    This study aimed to investigate the effect of a program based on English digital stories on second-year preparatory pupils' writing performance and reflective thinking. Two writing performance tests (pretest and posttest) as well as a reflective thinking test were prepared by the researchers. Two 2nd-year intact classes from El Sadat Prep School…

  7. Teaching English Writing for a Global Context: An Examination of NS, ESL and EFL Learning Strategies That Work

    ERIC Educational Resources Information Center

    Webb, Rebecca K.

    2015-01-01

    This study, examines two well-known writing pedagogies from the fields of Composition and Rhetoric, and Second Language Acquisition (SLA) for teaching literacy, or reading and writing skills in order to identify intersections for the English Language Learner (ELL) in an EFL learning environment. In addition, I present both quantitative and…

  8. Improving Writing of College-Bound Students with Rubrics: An English Department's Collaborative Journey through Teacher Leadership

    ERIC Educational Resources Information Center

    Forrest, Scott N.; Moquett, Kerry D.

    2016-01-01

    A high school English department collaboratively addressed the issue of college-readiness in writing while utilizing a focused four-phase leadership model to guide their efforts. Although this discussion highlights the strategic use of writing rubrics, it is the intention to share the benefits of using the four phases of collaborative teacher…

  9. Grammar, Writing, and Technology: A Sample Technology-Supported Approach to Teaching Grammar and Improving Writing for ESL Learners

    ERIC Educational Resources Information Center

    Hegelheimer, Volker; Fisher, David

    2006-01-01

    English language learners are frequently unable to benefit from the prevailing process-writing approaches due to a lack of grammar and vocabulary knowledge relevant to academic writing. This paper describes how the need for explicit grammar instruction as part of preparing students to write can be addressed by using a collection of learner texts…

  10. Big Questions, Small Works, Lots of Layers: Documentary Video Production and the Teaching of Academic Research and Writing

    ERIC Educational Resources Information Center

    Halbritter, Bump; Blon, Noah; Creighton, Caron

    2011-01-01

    Documentary movie making is not academic writing. Nor is it traditional academic research. However, I have found it to be a remarkable vehicle for teaching both of these things...each semester I am amazed and humbled by the creativity and sincerity that my students bring to their work.

  11. Hidden Treasures in Theological Education: The Writing Tutor, the Spiritual Director, and Practices of Academic and Spiritual Mentoring

    ERIC Educational Resources Information Center

    Yaghjian, Lucretia B.

    2013-01-01

    Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of…

  12. Word Processing as an Assistive Technology Tool for Enhancing Academic Outcomes of Students with Writing Disabilities in the General Classroom

    ERIC Educational Resources Information Center

    Hetzroni, O. E.; Shrieber, B.

    2004-01-01

    This study investigated the use of a word processor for enhancing the academic outcomes of three students with writing disabilities in a junior high school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The number of spelling errors, the…

  13. Diverse, Unforeseen, and Quaint Difficulties: The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing

    ERIC Educational Resources Information Center

    Macbeth, Karen P.

    2006-01-01

    While academic discourse communities have been extensively studied as social contexts of forms/functions, and teachers, lessons, and students have been researched from every imaginable angle, the prevailing view of academic writing conventions is still quite normative. The conventions of the academy are often regarded as a stable collection of…

  14. Bullshit in Academic Writing: A Protocol Analysis of a High School Senior's Process of Interpreting "Much Ado about Nothing"

    ERIC Educational Resources Information Center

    Smagorinsky, Peter; Daigle, Elizabeth Anne; O'Donnell-Allen, Cindy; Bynum, Susan

    2010-01-01

    This article reports a study of one high school senior's process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare's "Much Ado about Nothing." The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject…

  15. A Mandarin/English Two-Way Immersion Program: Language Proficiency and Academic Achievement

    ERIC Educational Resources Information Center

    Padilla, Amado M.; Fan, Lorraine; Xu, Xiaoqiu; Silva, Duarte

    2013-01-01

    A Mandarin/English two-way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program-created assessment measures. Fifth-grade students also…

  16. Writing 302: Writing Culture

    ERIC Educational Resources Information Center

    White-Farnham, Jamie

    2012-01-01

    WRT 302: Writing Culture is an upper-level elective in the Department of Writing and Rhetoric at the University of Rhode Island (URI). As part of a group of four 300-level courses, Writing 302 draws many junior and senior majors in Writing and Rhetoric, English, and other majors who are looking to add creativity and experience with design to their…

  17. Effects of a Literacy Curriculum that Supports Writing Development of Spanish-Speaking English Learners in Head Start

    ERIC Educational Resources Information Center

    Matera, Carola; Gerber, Michael M.

    2008-01-01

    This article reports the results of a preliminary study that applied a randomized posttest-only design to evaluate the effectiveness of a literacy curriculum that incorporated explicit opportunities for Spanish-speaking Head Start preschool children (N = 76) to develop writing abilities in English. The study also addressed English language…

  18. Product and Process Aspects of NES/EFL Students' Persuasive Writing in English: Differences between Advanced and Basic Writers.

    ERIC Educational Resources Information Center

    Kim, Jin-Wan

    1996-01-01

    A study investigated linguistic, rhetorical, and strategic variables of the writing processes and products of 3 groups of graduate and undergraduate students: 28 native English-speaking Americans; 28 Koreans studying in the United States; and 90 Korean students in Korea. The last two groups were learners of English as a Second Language (ESL). Data…

  19. Turkish and Native English Academic Writers' Use of Lexical Bundles

    ERIC Educational Resources Information Center

    Öztürk, Yusuf; Köse, Gül Durmusoglu

    2016-01-01

    Lexical bundles such as "on the other hand" and "as a result of" are extremely common and important in academic discourse. The appropriate use of lexical bundles typical of a specific academic discipline is important for writers and the absence of such bundles may not sound fluent and native-like. Recent studies (e.g. Adel…

  20. The Effect of Journal Writing on Students' Cognitive Critical Thinking Skills: "A Quasi-Experimental Research on an English as a Foreign Language (EFL) Undergraduate Classroom in Egypt"

    ERIC Educational Resources Information Center

    Shaarawy, Hanaa Youssef

    2014-01-01

    Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…